فهرست نشریات علمی دسترسی آزاد ایران

BACKGROUND AND AIM: There is a growing interest in learning styles of undergraduate health‑careprofessional students; however, the evidences about learning styles over time during undergraduateprograms are rare. In this study, the learning styles of undergraduate health‑care professionalstudents from the beginning to the completion of the program were examined to determine changesin learning style over time.METHODOLOGY: This is a longitudinal descriptive study from 2015 to 2018. A total of 101 health‑careprofessional students were selected by census method. Learning styles were evaluated using thePerceptual Learning‑Style Preference Questionnaire three times in the study at the beginning (T1),the middle (T2), and the end of the educational course (T3). The data were analyzed using repeatedmeasures ANOVA.RESULTS: In T1, auditory (mean = 13.99) and visual (mean = 13.54) styles were preferred as majorlearning styles, whereas at T2, visual style (mean = 13.6) was the only preferred major learningstyle. At T3, the major learning styles were kinesthetic (mean = 14.32), tactile (mean = 13.98), andvisual (mean = 13.58). There were statistically significant differences in auditory, kinesthetic, tactileand group scale scores between the three time points (P < 0.05). Group learning style was in thenegative type at all three time points.CONCLUSIONS: Learning styles can change depending on the context, environment, teachingmethod, and the subject of learning material and are probably a flexible changing feature rather thana fixed inherent feature a student possesses.