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Table 2 Summary table of included studies

From: Learning styles of physiotherapists: a systematic scoping review

Author (year)

Country

Sampling population

Learning style theories/ models

Outcome Measures

Learning styles identified

Hauer et al. (2005)

USA

17 PG

Kolb’s ELT

LSI-IIa

Converger

Milanese et al. (2013)

Australia

48 UG

Kolb’s ELT

LSI (V3.1)

Converger/ Assimilator/ Accommodator

Zoghi et al. (2010)

Australia

49 UG

Kolb’s ELT

LSI

Converger

Brown et al. (2008)

Australia

60 UG

None noted

LSI (V3); VARK

Assimilator; Kinesthethic (VARK)

Al Maghraby & Alshami (2013)

Saudi Arabia

53 UG

Kolb’s ELT

LSQ

Concrete-sequential PLS; “Hands-on” TM

Rai & Kahtri (2014)

India

12 UG

None noted

VARK

Kinaesthetic (VARK)

Hess & Frantz (2014)

South Africa

177 UG

None noted

ILS; LSQ

Visual-verbal (ILS); Kinaesthethic (LSQ)

Katz & Heimann (1991)

Israel

57 UG; 23 PT practitioners

Kolb’s ELT

LSI

Converger; Assimilator

Olson & Scanlan (2002)

USA

190 PG

Gregorc model of cognition

Gregorc style delineator

Dual learning style; concrete-sequential

Mountford et al. (2006)

Australia

164 UG; 42 PG

Honey and Mumford model

Honey & Mumford’s LSQ

Reflector

Manee et al. (2013)

Bahrain

82 UG

Kolb’s ELT

LSI-IIa

Assimilator (AC)

Wessel et al. (1999)

Canada

158 UG

Kolb’s ELT

LSI

Converger

Wessel et al. (2004)

Canada

94 PG

Kolb’s ELT

LSI

Converger; Assimilator

Brudvig et al. (2015)

USA

18 PG

Kolb’s ELT

LSI4.0

Experiencing, reflecting, analysing, thinking, balancing

Smith et al. (2006)

USA

50 UG

Gregorc model of cognition

Gregorc style delineator

Dual learning style; concrete-sequential