Open Access Peer-reviewed Research Article

Student learning styles: Implications for interprofessional education program design

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Submitted   Oct 9, 2020
Published   Dec 7, 2020
Issue    Vol 2 No 1 (2021)
DOI   10.25082/AERE.2021.01.002

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Todd Michael Tedrow corresponding author
School of Social Work, Barry University, Miami Shores, Florida 33161, USA
Jennifer Anderson
School of Social Work, University of Wisconsin Whitewater, Whitewater, WI 53190, USA

Abstract

This cross-sectional, exploratory, quantitative research project investigated differences in students’ learning styles across multiple academic disciplines. The Grasha-Reichmann Student Learning Style Scales (GRSLSS) was selected which presents six learning styles: independent, avoidant, collaborative, dependent, competitive, and participant. Surveys were administered to students (N = 448) registered in professional preparatory programs (n = 6) at a Midwest regional commuter-based campus. Results support the need for interprofessional education initiatives to be developed from a student-centered perspective where the attributes of learners are interwoven – explicitly and implicitly, into the learning experience.

Keywords
learning styles, interprofessional education

Article Details

Author Biography

Jennifer Anderson, School of Social Work, University of Wisconsin Whitewater, Whitewater, WI 53190, USA

Dr. Anderson came to the University of Wisconsin-Whitewater campus in 2015. She presently holds the rank of Assistant Professor. Dr. Anderson earned her BA degree from Saint Joseph’s College in Psychology and Spanish, her MSW from Southern Illinois University at Carbondale, and her PhD from Indiana University School of Social Work. Her area of research is in interprofessional education (IPE) program design with an emphasis in community-university partnerships. She has received multiple awards and recognitions for her service and collaborative efforts. Most recently, Dr. Anderson received the Chancellor’s Award for her support of individuals with disabilities on campus. Jennifer is a licensed clinical social worker with nearly 20 years of experience in a wide variety of settings. She teaches practice, theory, and field courses for UWW social work program. She serves on the Editorial Board of the Journal for Social Services Research, is a council member for the Council for Social Work Education (CSWE), and serves as a track member for CSWE in the area of Interprofessional Education and Collaborative Practice.

How to Cite
Tedrow, T., & Anderson, J. (2020). Student learning styles: Implications for interprofessional education program design. Advances in Educational Research and Evaluation, 2(1), 101-112. https://doi.org/10.25082/AERE.2021.01.002
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This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

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