Learning Styles of Pharmacists: Impact on Career Decisions, Practice Patterns and Teaching Method Preferences


  • Zubin Austin Faculty of Pharmacy, University of Toronto, 19 Russell Street, Toronto, Ontario, Canada M5S 1A1


Learning styles, Learning preferences, Pharmacy education, Pharmacy practice


This study examined possible associations between learning styles of pharmacists (as identified through Kolb’s Learning Styles Inventory (LSI) and the Pharmacists’ Inventory of Learning Styles (PILS)) and career decisions, practice patterns and teaching method preferences. A total of 166 pharmacists were involved in this study and completed either the LSI or the PILS, and a supplemental questionnaire. Of them, 33.7% of the respondents were identified as Assimilators, 32.5% as Convergers, 21.1% as Divergers and 12.1% as Accommodators. Results suggest that there is a statistically significant correlation between identified learning style and teaching method preferences as well as years since graduation. While there was no statistically significant correlation between learning styles and gender, career decisions or practice patterns, there does appear to be a trend that warrants further investigation. Implications for delivery of continuing education are discussed, since learning preferences for each group varied considerably.


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How to Cite

Austin, Z. (2003). Learning Styles of Pharmacists: Impact on Career Decisions, Practice Patterns and Teaching Method Preferences. Pharmacy Education, 4(1). Retrieved from https://pharmacyeducation.fip.org/pharmacyeducation/article/view/59



Research Article