Utilization of cognitive style mapping in conjunction with individualized instruction.

Abstract

Lack of adequate clinical facilities associated with the institution resulted in MLT students rarely receiving didactic and clinical instruction at the same time. Students had problems transferring knowledge from clinical situations to later lectures and from lectures one semester to clinical practicum next semester. Additionally, their success rate on certification examinations was low. An individualized curriculum utilizing cognitive style mapping for course "prescriptions" resulted in a greatly improved success rate on certification examinations; clinical preceptors and employers reported improved student and graduate performance at clinical sites.