Learning styles of radiographers

Purpose: The purpose of the study was to determine how radiographers learn and to explore how this may affect professional learning.Method: Twenty copies of Kolb’s Learning Style Inventory 1985 were distributed to each of a random sample of 31 hospitals in one health region. The response rate was 84% (n=26) of hospitals yielding a useable questionnaire return of 224.Results: On the continuum representing perception of information 75% (n=169) of respondents scored higher on the learning attribute of abstract conceptualisation than concrete experience. Twenty percent (n=45) scored higher on concrete experience than abstract conceptualisation. Five percent (n=10) had equal scores. On the continuum representing processing of information 73% (n=164) scored higher on the learning attribute of active experimentation than reflective observation. Twenty-four percent (n=53) scored higher on reflective observation than active experimentation and 3% (n=7) had equal scores. The calculation of the learning attribute preferences led to determination of learning style. Thirty-three percent were found to be convergers, 33% assimilators, 21% accommodators and 13% divergers.Conclusions: The weaker learning attributes are concrete experience and reflective observation and therefore in general radiographers miss drawing out the full potential of all the learning experience has to offer. The predominant learning style score was converger and assimilator (66%) demonstrating strength in practical application of ideas and ability to create theoretical models respectively. The information obtained may be used to help radiographers optimise their life long learning and also to facilitate a closer match of teaching styles to those of the learners.