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An analysis of thinking preferences across three health care disciplines.

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Title: An analysis of thinking preferences across three health care disciplines.
Authors: Wium, A. M.1 (AUTHOR), Pitout, H.2 (AUTHOR) Hanlie.Pitout@smu.ac.za, Human, A.3 (AUTHOR), du Toit, P. H.4 (AUTHOR)
Source: Innovations in Education & Teaching International. Feb2017, Vol. 54 Issue 1, p33-41. 9p. 1 Color Photograph, 1 Chart.
Subject Terms: *Cognitive styles, *Medical care education, *Brain, *Young adults, *Higher education
Geographic Terms: South Africa
Abstract: Three lecturers respectively in Speech-Language Pathology and Audiology, Occupational Therapy and Physiotherapy (SLPA, OT and PT) at a public Higher Education Institution in South Africa collaborated to determine thinking preferences. The Herrmann Brain Dominance Instrument (HBDI®) was used to collect data from three lecturers while an adapted version of the HBDI® was used to collect data from second year students and colleagues in the three disciplines. The results from students showed a trend towards left brain dominance with a primary preference for the B-quadrant mode of thinking. The students’ brain dominance did not necessarily correlate with those of the lecturers or their colleagues. The results created a better understanding of students’ thinking preferences, made lecturers more accountable and emphasised the importance of making provision for diversity in teaching and learning. Less preferred ways of thinking need to be challenged with a view to promoting ‘whole brain’ thinking. [ABSTRACT FROM PUBLISHER]
Copyright of Innovations in Education & Teaching International is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: <searchLink fieldCode="JN" term="%22Innovations+in+Education+%26+Teaching+International%22">Innovations in Education & Teaching International</searchLink>. Feb2017, Vol. 54 Issue 1, p33-41. 9p. 1 Color Photograph, 1 Chart.
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  Data: *<searchLink fieldCode="DE" term="%22Cognitive+styles%22">Cognitive styles</searchLink><br />*<searchLink fieldCode="DE" term="%22Medical+care+education%22">Medical care education</searchLink><br />*<searchLink fieldCode="DE" term="%22Brain%22">Brain</searchLink><br />*<searchLink fieldCode="DE" term="%22Young+adults%22">Young adults</searchLink><br />*<searchLink fieldCode="DE" term="%22Higher+education%22">Higher education</searchLink>
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  Data: Three lecturers respectively in Speech-Language Pathology and Audiology, Occupational Therapy and Physiotherapy (SLPA, OT and PT) at a public Higher Education Institution in South Africa collaborated to determine thinking preferences. The Herrmann Brain Dominance Instrument (HBDI®) was used to collect data from three lecturers while an adapted version of the HBDI® was used to collect data from second year students and colleagues in the three disciplines. The results from students showed a trend towards left brain dominance with a primary preference for the B-quadrant mode of thinking. The students’ brain dominance did not necessarily correlate with those of the lecturers or their colleagues. The results created a better understanding of students’ thinking preferences, made lecturers more accountable and emphasised the importance of making provision for diversity in teaching and learning. Less preferred ways of thinking need to be challenged with a view to promoting ‘whole brain’ thinking. [ABSTRACT FROM PUBLISHER]
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  Data: <i>Copyright of Innovations in Education & Teaching International is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=120793320
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