1. Learning Styles and Student Satisfaction Vincent E. Sollars, Ph.D.

2. Mind Styles Model Theory Developed by Anthony F. Gregorc, Ph.D. Central idea is that there are four channels though which information is received, processed and expressed. People have differing capabilities and preferences for each of these channels. These capabilities can not be altered. There are two types of preferences Perceptual: abstract (reason and intuition) or concrete (senses) Ordering: sequential (linear) or random

3. Comparing Learning Styles Frames of Reference CS Concrete Sequential AS Abstract Sequential AR Abstract Random CR Concrete Random Key WordsPracticalProbablePotentialPossible World of Reality Concrete world of the physical senses Abstract world of the intellect Abstract world of feelings and emotions Concrete world of activity viewed through intuition Ordering Ability Step-by-step linear progression Two- dimensional and tree-like Web-like and multi- dimensional 3-D patterns and links Thinking Processes Instinctive, methodical, deliberate Intellectual, logical, analytical, correlative Emotional, psychic, perceptive, holistic Intuitive, cutting-edge, impulsive independent

4. Mind Styles and Teaching Teaching is a form of thought transmission and requires the learner to adapt their thought processes to the transmission mechanism. Teachers must recognize how they use their personal “mind styles” to transmit specific ideas and how they place special mediation ability demands on the student. Teachers must understand that their mindsets reinforce, support and reward certain mental qualities. Teachers must understand how their natural biases affect their approaches to classes, choices of methods, media and tests, and arrangements in the environment.

5. Hypothesis Those medical teachers that have a “mind style” that is heavily concrete sequential are more likely to have higher student satisfaction.

6. Method Two variables were measured. Mind styles of faculty - nineteen of 178 faculty were surveyed at the Joan C. Edwards School of Medicine, representing 10.7% of the total faculty. Student satisfaction – overall student evaluation scores. Overall distribution of mind styles was determined for the faculty surveyed. Regression analysis was performed with student evaluation scores vs. scores in each mind style channel.

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8. Conclusions We were unable to offer statically significant results to support our hypothesis. However, it still represents the best-fit model when comparing teacher learning styles with student satisfaction. A larger sample size will let us to better test our hypothesis. For more on mind styles theory: http://gregorc.com/

9. Acknowledgements Academy of Medical Educators Dr. Darshana Shah Dr. Anthony F. Gregorc

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