{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,2,20]],"date-time":"2026-02-20T06:24:45Z","timestamp":1771568685263,"version":"3.50.1"},"reference-count":13,"publisher":"Wiley","issue":"4","license":[{"start":{"date-parts":[[2020,4,20]],"date-time":"2020-04-20T00:00:00Z","timestamp":1587340800000},"content-version":"vor","delay-in-days":19,"URL":"http:\/\/onlinelibrary.wiley.com\/termsAndConditions#vor"}],"content-domain":{"domain":["onlinelibrary.wiley.com"],"crossmark-restriction":true},"short-container-title":["Journal of Dental Education"],"published-print":{"date-parts":[[2020,4]]},"abstract":"<jats:title>Abstract<\/jats:title><jats:p>As the number of students with recognized learning disabilities who are pursuing higher education increases, strategies for success become important. The aim of this mixed\u2010methods study was to gather from U.S. dental students with learning disabilities information about their preferred learning styles and strategies to achieve the objectives of their academic programs. Data were collected in 2018 from a sample of 11 dental students who were members of the National Dental Association. Data collection was done with the Kolb's Learning Style Index (LSI) version 3.1 and a six\u2010item, open\u2010ended questionnaire. The results showed that assimilated learning was the most common learning style of these students in the preclinical and clinical phases, as measured by the LSI v. 3.1. The majority of the students believed their style of learning had not changed from the preclinical to the clinical phase of their education. Participants perceived that learning was best accomplished by adapting to the professor's teaching style, but they reported positive benefits of having accommodations in the classroom including extended testing time, recorded lectures, and transcribed notes. This study demonstrated that students with learning disabilities were pursuing dental careers and they preferred certain types of educational methodologies. These findings suggest that dental schools would do well to continue to welcome students with learning disabilities and accommodate their learning needs.<\/jats:p>","DOI":"10.21815\/jde.019.183","type":"journal-article","created":{"date-parts":[[2020,5,28]],"date-time":"2020-05-28T23:25:30Z","timestamp":1590708330000},"page":"458-463","update-policy":"https:\/\/doi.org\/10.1002\/crossmark_policy","source":"Crossref","is-referenced-by-count":4,"title":["Examining the Preferred Learning Styles of U.S. Dental Students with Learning Disabilities"],"prefix":"10.1002","volume":"84","author":[{"given":"Reginald O.","family":"Salter","sequence":"first","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Cynthia G.","family":"Akagi","sequence":"additional","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]}],"member":"311","published-online":{"date-parts":[[2020,4,20]]},"reference":[{"key":"e_1_2_6_2_1","unstructured":"U.S. Department of Education.Building the legacy.2004. 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