Pharmacy students' approaches to learning in undergraduate and graduate entry programs

Abstract

Objectives: To compare longitudinal data with previous cross-sectional data regarding Australian undergraduate pharmacy students' approaches to learning, and explore the differences in approaches to learning between undergraduate and postgraduate cohorts.

Methods: Longitudinal, repeated measures design using a validated self-report survey instrument were used to gather data.

Results: Undergraduate students' preferences for meaning directed, undirected, and reproduction-directed approaches to learning displayed the same pattern across the 2 studies; however, application-directed scores increased significantly in the second half of the undergraduate degree program. Commencing postgraduate students' approaches to learning were similar to finishing undergraduate students, and this group was significantly more oriented towards meaning-directed learning compared to undergraduate students.

Conclusions: Pharmacy students' maturation in approach to their learning was evident and this bodes well for pharmacists' engaging in life-long learning and capacity to work in increasingly complex health settings.

Keywords: Vermunt's Inventory of Learning Styles; learning; lifelong learning; longitudinal study.