ADULT LEARNING MODULE

PREFACE

Upon entering medical schools, first-year students are still adapting to their new environment.
Changes in the educational environment will affect their way of learning. The difference of learning
method used in high school to the more independent approach applied in higher education needs to
be managed effectively. As a way of assisting students in their way of adapting, Adult Learning
Module is aimed to introduce the concept of Adult Learning and various methods used in FMUI that
applied the concept into practice. Aligned with the competencies expected in Indonesia’s doctors in
this module students would develop self-awareness and self-development through the application
of lifelong learning. By practicing adult learning in their study, students would adjust better to
college life and learn more effectively not just during their span of education in FMUI, but in their
everyday life as physicians later on.
 CHAPTER 1

INTRODUCTION

Adult learning, with its emphasis on self-directed learning might be a new concept for first-year
medical students. This 2-weeks module (2 SKS) is intended for 1st semester medical students of
FMUI’s International Class as a mean of preparing students to experience various teaching methods
in the curriculum. After completing Adult Learning Module, students should be able to perform
Problem-Based Learning discussion, Team-Based Learning discussion, as well as Collaborative
Learning discussion. Aligned with the seven competencies of medical doctors in Indonesia, through
this module it is hoped that students can build their self-awareness as well as their love of learning
in order to become a lifelong learner. This objective would be achieved through various delivery
methods, including group discussions, role play, and video appraisals

CHAPTER 2

STUDENT CHARACTERISTICS

Students attending the module are 1 st semester medical students from the International Class of
FMUI
 CHAPTER 3
LEARNING GOALS AND OBJECTIVES

Learning Goals
To equip students with appropriate learning skills needed during their study in FMUI and develop
the habit of lifelong learning

Learning Objectives
Upon the completion of this module, students would be able to:

1. explain the principals and characteristics of adult learning in accordance to Knowles’ concept
of adult learning and its application in medical education

2. explain the steps of Problem-Based Learning according to Branda's 12 steps of PBL

3. practice the steps of Problem-Based Learning on a trigger according to Branda's 12 steps of

PBL

4. explain the concept and process of Team-Based Learning adapted from Michaelsen’s
concept of TBL

5. practice the process of Team-Based Learning on a trigger adapted from Michaelsen’s

concept of TBL

6. explain the process of Collaborative Learning according to concept adapted in FMUI

7. practice the process of Collaborative Learning on a set of questions given according to the
steps of Collaborative Learning

8. use information technology to search for references and support learning through the use of
SCeLE

9. practice the process of making citations in order to promote academic honesty

10. explain the concept of student support system in higher education

11. explain the concept of learning styles and its effects on learning
 CHAPTER 4

TOPICS

Learning Objectives Topics Sub topics References

1. students would be able to Concept of adult learning Definition of learning 1,2,3

explain the principles and
characteristics of adult learning
in accordance to Knowles’
concept of adult learning and its
application in medical education
2. students would be able to
explain the concept of small
group discussion (PBL, CL, and
TBL)
2. students would be able to
explain steps of Problem-Based
Learning according to Branda's
12 steps of PBL
3. students would be able to
practice the steps of Problem-
Based Learning on a trigger
according to Branda's 12 steps
of PBL
4. students would be able to
explain the concept and process
of Team-Based Learning
adapted from Michaelsen’s
concept of TBL
5. students would be able to
practice the steps of Team-
Based Learning adapted from
Michaelsen’s concept of TBL
6. students would be able to
explain the process of
Collaborative Learning
according to the concept of CL
adapted in FMUI
7. students would be able to
practice the process of
Collaborative Learing on a set of
questions given according to the
steps of Collaborative Learning
Characteristics of adult
learning
Application of adult learning
in several learning method
Concept of small group
discussion and its
application in PBL, CL, and
TBL
Group dynamics
Problem-Based Learning
Problem-Based Learning
Team-Based Learning
Team-Based Learning
Collaborative Learning
Question-Based Discussion
Collaborative Learning
and adult learning
Use of adult learning in
higher education
Andragogy vs pedagogy
4,5,6,7,8,9
Definition and principles 4,5,6
of PBL
12 steps of Branda
12 steps of Branda
Students’ and
facilitators’ role in PBL
Group dynamics
Concept of Team-Based 7,8
Learning
Steps of Team-Based
Learning
Steps of Team-Based
Learning
Group dynamics
Definition and principles 9
of Collaborative
Learning
Steps of Collaborative
Learning
Modified form of CL:
Question-Based
Discussion
Steps of Collaborative
Learning
Students’ and
facilitators’ role in
Collaborative Learning
 Group dynamics
8. students would be able to use Computer-Assisted Learning Use of information 10,11,12
information technology to technology in
search for references and facilitating learning
support learning through the (through SCeLE)
use of SCeLE Use of computer
technology to search for
references
9.students would be able to Academic Honesty
practice the process of making
citations in order to promote Paraphrasing
academic honesty
9.students would be able to Student support system
explain the concept of student
support system in higher
education
10.students would be able to Learning styles
explain about learning styles
and its effect on learning

CHAPTER 5

REFERENCES

1. Kauffman D, Mann K. Teaching and learning in medical education. In: Swanwick T, editor.
Understanding Medical Education. London: Blackwell Publishing; 2010
2. Pew S. Andragogy and pedagogy as foundational theory for students motivation in higher education.
Student Motivation 2007;2:14-27
3. Vella J. Twelve principles for effective adult learning. In: Vella J. Learning to Listen, Learning to Teach.
Jossey-Bass; 2002.
4. Amin Z, Eng KH. Basics In Medical Education. Singapore: World Scientific Publishing; 2003
5. Branda. 12 steps of Problem-Based Learning
6. Albanese MA. Problem-Based Learning. In: Swanwick T, editor. Understanding Medical Education.
London: Blackwell Publishing; 2010
7. Michaelsen LK, Sweet M. The essential elements of Team-Based Learning. New Directions for
Teaching and Learning. Wiley Inter Science;2008
8. Koles PG, et al. The impact of team-based learning on medical students’ academic performance.
Medical Education 2010;85:1739-45
9. Smith BL, MacGregor JT. What is collaborative learning?. Washington Center for Improving Quality of
Undergraduate Education. [cited 2012, June 28th]. Available from:
http://www.evergreen.edu/washcenter/natlc/pdf/collab.pdf
10. McKendree J. E-learning. In: Swanwick T, editor. Understanding Medical Education. London: Blackwell
Publishing; 2010
11. References /Bibliography Vancouver Style. University of Queensland. . [cited 2012, June 28th].
Available from: http://www.library.uq.edu.au/training/citation/vancouv.pdf
12. Acknowledging, paraphrasing, and quoting. The Writing Center, University of Wisconcin. [cited 2012,
June 28th]. Available from: http://writing.wisc.edu/Handbook/Acknowledging_Sources.pdf
 CHAPTER 6

METHODS

1. Interactive lecture
2. Problem-Based Learning
3. Team-Based Learning
4. Collaborative Learning
5. Computer Practice session

Learning Objectives Methods Facilities needed

Upon the completion of this module, students Interactive Lecture (2x60’) LCD, notebook,
would be able to explain the principals and and video
characteristics of adult learning in accordance CL-1 (3x60’):
to Knowles’ concept of adult learning 5’ overview of activity
60’ discussion in focus group
60’ discussion in home group
30’ presentation
25’ clarification and feedback
Upon the completion of this modules, Interactive lecture on ‘Small LCD, notebook,
students would be able to explain the concept Group Discussion’ (2x60’) discussion rooms,
and steps of Problem-Based Learning flipchart and
according to Branda's 12 steps of PBL Interactive lecture on ‘Steps of markers
PBL’ (2x60’)

Upon the completion of this module, students PBL-1: LCD, notebook,

would be able to practice the steps of GD-1 (2x60’) discussion rooms,
Problem-Based Learning on a trigger Self study (2x 60’) flipchart and
according to Branda's 12 steps of PBL GD-2 (3x60’) markers
Plenary (3x60’)

PBL-2:
GD-1 (2x60’)
Self study (2x 60’)
GD-2 (3x60’)
Plenary (3x60’)
Upon the completion of this module, students TBL-1 (3x60’): LCD, notebook,
would be able to explain the concept and 2x60’ TBL process simulation discussion rooms,
practice the process of Team-Based Learning 1x60’ Discussion/clarification/ flipchart,
adapted from Michaelsen’s concept of TBL feedback regarding the TBL markers, TBL
process materials

Upon completion of this module, students CL-1 (3x60’): LCD, notebook,

would be able to explain the process of 5’ overview of activity discussion rooms,
Collaborative Learning 60’ discussion in focus group flipchart and
60’ discussion in home group markers,
30’ presentation references
25’ clarification and feedback
Upon completion of this module, students CL-1 (4x60’): LCD, notebook,
would be able to practice the process of 10’ overview of activity discussion rooms,
Collaborative Learing on a set of questions 75’ discussion in focus group flipchart and
given according to the steps of Collaborative 75’ discussion in home group markers,
Learning 40’ presentation references
40’ clarification and feedback

CL-2 (4x60’):
10’ overview of activity
75’ discussion in focus group
75’ discussion in home group
40’ presentation
40’ clarification and feedback
Upon the completion of this module, students Interactive lecture on the ’Use LCD, notebook,
would be able to use information technology of IT in Supporting Learning’ computer lab,
appropriately to support their learning (2x60’) internet access

Computer practice session on

e-learning / the use of SCeLE
(2x60’)

Upon the completion of this module, students Interactive lecture on LCD, notebook,
would be able to practice the process of Academic Honesty (1x60’) computer lab,
making citations in order to promote internet access
academic honesty Practice session on
Paraphrasing (2x60’)

Practice session on Ways of

Citing and Referencing (2x60’)
Upon the completion of this module, students PBL-2: LCD, notebook,
would be able to explain the concept of GD-1 (2x60’) discussion rooms,
student support system in higher education Self study (2x 60’) flipchart and
GD-2 (3x60’) markers
Plenary (3x60’)
Upon the completion of this module, students CL-2 (4x60’): LCD, notebook,
would be able to explain the concept of 10’ overview of activity discussion rooms,
learning styles and its effect on learning 75’ discussion in focus group flipchart and
75’ discussion in home group markers,
40’ presentation references
40’ clarification and feedback
 CHAPTER 7

MATRIX OF ACTIVITIES (attached)

CHAPTER 8

RESOURCES

1. Human Resources

Module Coordinator : dr. Estivana Felaza, MPdKed

Secretary : dr. Rita Mustika, M.Epid
Team Members : Prof.dr. Anwar Jusuf, SpP(K)
Desak Gede Budi Krisnamurti, Apt, S.Farm
dr. Diantha Soemantri, MMedEd
Dr.dr. Mardiastuti Wahid, MSc, SpMK
dr. Ardi Findyartini, PhD

Lecturer : Prof.dr. Anwar Jusuf, SpP(K) -L01

Prof.Dr.dr. Rianto Setiabudy, SpFK(K) -L04
dr. Diantha Soemantri, MMedEd -L03
dr. Estivana Felaza -L02

PBL Resource persons (Plenary) : Prof.dr. Anwar Jusuf, SpP(K) (plenary 1)

dr. M.Djauhari Widjajakusumah, PFK (plenary 2)

PBL Moderators for Plenary : dr. Rita Mustika, M.Epid (plenary 2)

dr. Estivana Felaza, MPdKed (plenary 1)

PBL Facilitators : dr. Estivana Felaza, MPdKed

dr. Rita Mustika, M.Epid
dr. Lia Damayanti, M.Biomed
dr. Meilania Sardjana, SpPA
dr. Adisti Dwijayanti, M.Biomed
dr. Erfi Prafiantini, M.Kes

TBL Tutors : dr. Diantha Soemantri, MMedEd

dr. Ardi Findyartini, PhD

CL Tutors : dr.Diantha Soemantri, PhD

dr. Rita Mustika, M.Epid
dr. Estivana Felaza, MPdKed

Instructors : Desak Gede Budi Krisnamurti, Apt, S.Farm -P01

dr. July Kumalawati, SpPK -P01
Putri Prathiwi, S.Hum -P02
2. Equipment and Facilities
 Lecture room
 Discussion rooms
 LCD and notebook
 Video
 Computer lab
 Library

CHAPTER 9

BUDGETING (attached)
 CHAPTER 10

EVALUATION

Students’ evaluation

 Formative:
1. Facilitators’ observation of students’ performance in PBL’s 1 st and 2nd trigger, 1st TBL
process, and 1st CL process (using the evaluation sheets)
 Summative:
1. Written examination I
2. Written examination II (PBL steps)
3. Observation of students’ performance in the 2 nd PBL, TBL and 2ndCL process
4. Results of literature search (short paper)

No Learning Objectives Evaluation Instruments

Formative Summative
1 Upon the completion of this module, students would Essay I
be able to explain the principles and characteristics
of adult learning in accordance to Knowles’ concept
of adult learning
2 Upon the completion of this modules, students Essay I
would be able to explain the steps of Problem-Based
Learning according to Branda's 12 steps of PBL
3 Upon the completion of this module, students would Observation of Essay II
be able to practice the steps of Problem-Based PBL-1 process Observation of PBL-2
Learning on a trigger according to Branda's 12 steps process
of PBL
4 Upon the completion of this module, students would Observation of
be able to practice the steps of Team-Based Learning TBL process
adapted from Michaelsen’s concept of TBL
5 Upon the completion of this module, students would Peer assessment,
be able to explain the concept and process of Team- IRAT and GRAT
Based Learning adapted from Michaelsen’s concept
of TBL
6 Upon completion of this module, students would be Essay I
able to explain the process of Collaborative Learning
according tothe concept of CL adapted in FMUI
7 Upon completion of this module, students would be Observation of Observation of CL-2
able to practice the process of Collaborative Learing CL-1 process process
on a set of questions given according to the steps of
Collaborative Learning
8 Upon the completion of this module, students would Essay I;
be able to use information technology appropriately Results of literature
to support their learning search on PBL-
2(short paper)
9 Upon the completion of this module, students would Results of literature
be able to practice the process of making citations in search on PBL-
order to promote academic honesty 2(short paper)
10 Upon the completion of this module, students would Essay I
be able to explain the concept of student support
system in higher education
11 Upon the completion of this module, students would Essay I
be able to explain the concept of learning styles and
its effect on learning
Knowledge 60%, Process 40%

Written examination (Essay I) 40%

Topics covered in essay examination consists of:

1. Principles and characteristics of adult learning

2. Small Group Discussion
3. Learning styles
4. Student support system
5. The use of IT in supporting learning:
a. E-learning
b. Ways of citing and referencing

Essay on PBL steps (Essay II) 10%

 Presented with a trigger, students would conduct PBL steps and write downthe result of
each steps

Results of literature search (short paper) 10%

 Short paper (individual assignment) from PBL-2 should be collected to facilitators

 The short paper would be graded on the students’ way of citing and referencing

Students’ performance on the TBL process 10%

 Will be graded based on IRAT, GRAT, and peer assessment result

Observation of students’ performance on the CL process 10%

 Conducted by the assessor during the process of CL-2
 Each small group would be assigned 1 assessor
 Assessor would evaluate students’ performance based on the evaluation sheet which would
be focusing on:
o Application of CL steps
Observation of students’ performance on the PBL process 20%
 Conducted by the assessor during the process of PBL-2
 Each small group would be assigned 1 assessor
 Assessor would evaluate students’ performance based on the evaluation sheet which would
be focusing on:
o Application of PBL steps

Program evaluation

1. Evaluation of students’ and teachers’ satisfaction

2. Percentage of students obtaining minimum score of 70 (≥80%)
3. Percentage of scheduled activities than can be carried out succefully (≥90%)
 APPENDICES

1. TBL Evaluation Sheet

TEAM-BASED LEARNING – PEER ASSESSMENT FORM

(This form is taken from the TBL peer feedback form, developed by Paul Koles for Boonshoft
School of Medicine at Wright State University, USA)
__________________________________________________________________________________
Group :
Student name :
Name of colleague being assessed :

QUANTITATIVE ASSESSMENT
Never Sometimes Often Always
Cooperative learning skills
1 Arrives on time and remains with team
during activities
2 Demonstrates a good balance of active
listening and participation
3 Ask useful or probing questions
4 Shares information and personal
understanding
5 Identifies references with relevant
information
Self-directed learning
6 Is well prepared for team activities
7 Shows appropriate depth of knowledge
8 Identifies limits of knowledge
9 Shows confidence in areas of
understanding
Interpersonal skills
10 Gives instructive feedback
11 Accepts instructive feedback
12 Shows care and concern for others

QUALITATIVE ASSESSMENT (write down a minimum of one sentence for each component)

What is the single most valuable contribution this person makes to your team?

What is the single most important thing this person could do to more effectively help
your team?
Form 1 - Collaborative learning session
Discussion Result Form
Collaborative Learning

Academic year : 20…./…… Topic :……………………………………

Group :…………… Day/Date :……………………………………

Group member
N Name Role No Name Role
o

1. 6.

2. 7.

3. 8.

4. 9.

5. 10.

Each group has to assign group chair, secretary and member

Learning scope

Topics that need to be learn further By (name of group

member)

Tutor

Name & signature

Form 2 – Collaborative learning

Peer Assessment Form

Assessment :1/2 Academic year : 20…/….

Date : .............................................................................................
Student name (assessor) : .............................................................................................

Assessment criteria

Attitude and
Role in the group Active comments
behaviour
Student name
No

Communication
Write down the strength and
Argumentation
Participation

Teamwork

Discipline
weakness of your fellow group
Sharing

member in terms of his/her

role in the group and his/her
attitude and behaviour*

1                

2                

3                

4                

5                

6                

7                

8                

9                

10                

Please give score from 1 to 10 for each criterion

1 -------------------------------------------------------------------------------------------------10
VERY BAD VERY GOOD

*Completing the active comment column is compulsory

Form 3 – Collaborative learning

Tutor Assessment Form

Assessment :1/2 Academic year: 20…/….

Date : .............................................................................................
Group : .............................................................................................

Assessment criteria

Attitude and
Role in the group
behaviour

No Student name

Communication
Argumentation
TOTAL (maksimum of 60)
Participation

Teamwork

Discipline
Sharing

1                

2                

3                

4                

5                

6                

7                

8                

9                

10                

Please give score from 1 to 10 for each criterion

1 ----------------------------------------------------------------------------------------------------------10
VERY BAD VERY GOOD

Tutor’s name & signature

Assessment criteria details (form 2 and 3)

 Assessment criteria

1 Participation The student participates actively in the

group by giving constructive opinion,
sharing information, fulfilling assignment
and contributing in the group problem
solving.

2 Teamwork The student contributes actively in

completing group assignments, is
responsible in fulfilling his/her
assignment in the group, and is able to
work with other group members to
achieve the group goals.

3 Argumentation The student is able to provide valid and

relevant arguments based on the best
available evidence

4 Sharing The student is able to share his/her

reading clearly and systematically by
highlighting key poins of the information.
The studentt is also able to explain the
key points using his/her own words.

5 Communication The student gives opinion clearly and in a

good way.
The student listens to other opinion or
information attentively and is ableto
summarize important information from
the group sharing.
The student is able to provide
constructive feedback to his/her fellow
students.

6 Discipline The student arrives to the group sessions

on time, submit his/her assignment on
time, and utilize the group session well
(including not working on other
assignments apart from the topic being
discussed during group sessions)

Peer Assessment (for CL activities)

Academic Year : ........./..........

Date : .............................................................................................
 Name of evaluator (student) : .............................................................................................

No Aspect of Students*
evaluation .......... .......... ………. ………. ………. ………. ………. ………. ………..
Role in the group
1 Participation
2 Respect of others'
opinions
3 Active listening
4 Conflict
management
5 Ability to
collaborate
6 Argumentation
7 Ability to share
information
Attitude and behavior
8 Responsibility
9 Discipline
10 Leadership
11 Politeness

*Please assign scores ranging from 1-10 based on students’ ability or behavior on the aspect
evaluated (1 being the lowest score and 10 being the highest)
 Tutor Assessment

Academic Year : ........./...........

Date : .............................................................................................
Focus/Home Group : .............................................................................................

No Aspect of Students*
evaluation .......... .......... ………. ………. ………. ………. ………. ………. ………..
Role in the group
1 Participation
2 Respect of others'
opinions
3 Active listening
4 Conflict
management
5 Ability to
collaborate
6 Argumentation
7 Ability to share
information
Attitude and behavior
8 Responsibility
9 Discipline
10 Leadership
11 Politeness

*Please assign scores ranging from 1-10 based on students’ ability or behavior on the aspect
evaluated (1 being the lowest score and 10 being the highest)

Tutor's signature

(Tutor's name)
 2. Short Essay Evaluation Sheet

SHORT PAPER EVALUATION SHEET

Student’s name :

No Score Weight
(%)
1 Literature’s coherence with the learning issue identified 40
during GD-1
2 Ability to paraphrase and/or quote 30
3 The use of Vancouver style in referencing 30
TOTAL SCORE

Signature

(Assessor's name)
3. Example of PBL Triggers (2)

Trigger 1

Mr. A works as a garbage collector. He collects garbage from houses and carries it to the
local dumpster near the area. Being in this profession for over 15 years, Mr. A is used of
having to live in an unhealthy environment. He stays with his family in a small shed next to
the dumpster. The tiny shed is occupied by Mr. A, his wife, and his 4-year old son. His son
has been having recurrent health problems which Mr.A suspects might have something to
do with the environment.

Trigger 2

B, a first year medical student from FMUI lives in a rented room near campus. B has a very
busy schedule, juggling between attending lectures, completing tasks, and participating in
student organizations. She skipped her meals at times, and sometimes even lose her sleep.
She gets tired easily, and finds it hard to concentrate in class. Despite her effort to study
hard, last week she received a low grade on her summative examination. She is very sad and
disappointed with herself and she did not know where to get help. She mentioned her
problem to one of her seniors. Her senior explained to her that medical students might
experience various problems during their education and suggested her to consult with
faculty or staff at the Student Support Center.
4. Example of TBL questions

Reading Materials :
Jones LR. Academic integrity and academic dishonesty: a handbook about cheating and
plagiarism. Florida Institute of Technology. Melbourne;2011. [cited on 2012, June 28th].
Available from: http://www.fit.edu/current/documents/plagiarism.pdf

Questions of Readiness Assurance Test:

1) Using another writer’s words or ideas without acknowledging the work is known as:
a. Cheating
b. Plagiarism
c. Falsification
d. Fabrication
e. Paraphrasing
2) Below is the reason why we need to cite, except:
a. A way of respecting originality and intellectual copyrights
b. To assist readers to learn further about the subject
c. Provide intellectual foundation to support your writing
d. To highlight the public domain / common knowledge in our writing
e. To help readers differentiate facts from opinions
3) In producing a paper, you need to document the literature source of each of these things
below, except:
a. Direct quotation
b. Tables and charts taken from other source
c. Opinions of others that you paraphrase
d. Common knowledge
e. Information that is open for dispute

Application:
Students would be handed out two pieces of writing and they would be asked to identified
whether an act of plagiarism has occured in the production of those papers and what factors
might contribute to the situation.
5. CL list of questions (2 sets)

CL-1 (ADULT LEARNING)

a) What is andragogy? Please explain the differences compared to pedagogy

b) How would you explain the characteristics of adult learning?
c) Why adult learning principles needs to be implemented in higher education?
d) What is the role of motivation for adult learners? How does it impact their learning?
e) What does it mean by reflective practice in learning? Why is it important for adult
learners?
f) What is self directed learning? What factors influence self-directed learning capacity
of students?

References:
1. Kauffman D, Mann K. Teaching and learning in medical education. In: Swanwick T,
editor. Understanding Medical Education. London: Blackwell Publishing; 2010
2. Pew S. Andragogy and pedagogy as foundational theory for students motivation in
higher education. Student Motivation 2007;2:14-27
3. Vella J. Twelve principles for effective adult learning. In: Vella J. Learning to Listen,
Learning to Teach. Jossey-Bass; 2002.
4. Amin Z, Eng KH. Basics In Medical Education. Singapore: World Scientific Publishing;
2003

CL-2 (LEARNING STYLES)

a) What is learning styles and how do you identify your learning style?
b) How can learning style be used to improve your learning?
c) Please explain about the auditory learning styles and how can students with this
learning style learn best?
d) Please explain about the visual learning styles and how can students with this
learning style learn best?
e) Please explain about the reading learning styles and how can students with this
learning style learn best?
f) Please explain about the kinesthetic learning styles and how can students with this
learning style learn best?

References:

1. Marcy V. Adult Learning Styles: How the VARK learning style inventories be used to
improve students' learning. Perspective on Physicians Assistant Education 2001;
12(2):117-21
2. TRiO projects. Learning styles: why do they matter? Lake Washington Institute of
Technology. Downloaded from: mrjohnston.org/wp-content/uploads/.../Learning-
Styles-Workshop.pdf
3. the VARK questionnaire. Downloaded from: http://www.vark-learn.com/documents/the
%20vark%20questionnaire.pdf
4. Grace M. Learning styles. British Dental Journal 2011; 191(3): 125-9