Limited research exists regarding graduate-level occupational therapy (OT) students’ learning styles and instructional preferences. Other educational programs, including pharmacy, nursing, and medical programs, provide supplemental information regarding possible strategies beneficial to the creation and implementation process of graduate-level education practices. Universities vary with their use of both Kolb’s Learning Style Inventory and VARK perceptual modes to asses students’ learning preferences and styles. Educators also vary between instructional methods, including team-based learning and lecture-based learning. These instructional methods have minimally more research completed, specifically with occupational therapy students. Little research is published regarding the successful pairing of students’ learning styles in conjunction with instructional methods. This capstone will synthesize the evidence regarding students’ learning styles and university instructional methods and will outline how to tailer instructional design to support student learning styles in graduate occupational therapy education. This capstone project includes a manuscript for potential publication in the Journal of Occupational Therapy Education.
