Understanding Pedagogical Approaches on Student Learning Styles

The purpose of the study was to evaluate the effect of experiential learning approaches using various pedagogies that have been incorporated in dental education on students’ learning styles. Harvard School of Dental Medicine (HSDM) has recently redesigned the predoctoral curriculum to reinforce team-based discussion and to promote self-directed learning and it was necessary to investigate whether the change in pedagogical approach to teaching had any influence on how students learn. Kolb’s Learning Style Inventory Survey (KLSI version 3.1) was administered to three classes (Group 1: New curriculum; medical science foundation year, Group 2: new curriculum; dental science foundation year, and Group 3: Old curriculum) at HSDM. Group 1 and 2 experienced the newly redesigned curriculum which emphasizes case-based collaborative learning and flipped classroom, and Group 3 used the old curriculum with lecture-based learning and problem-based learning tutorial cases. The learning styles of students in the previous and new dental curricula were compared. The results showed that the interactive pedagogical approaches could affect students’ individual learning style and enhance a reflective learning style in adult learners. Course redesign on the educational experience of students should consider applying multiple teaching strategies in the curriculum to accommodate varying learning styles and address the learning needs of students in a collaborative learning environment. ISSN: 2639-9210