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Faculty of Jesuit universities remain challenged on seamlessly incorporating the Ignatian Pedagogy (IP) Model into the fabric of everyday educational life in a way that is practical, understandable, and relevant to an increasingly demanding learner population. An ongoing longitudinal evaluation of nurse content retention and learner satisfaction1 in the nonclinical courses of economics, finance, and accounting revealed an unacceptable level of learner dissatisfaction.2 The generalized reflective process of the IP model was used to assess the specific gaps in expectations and knowledge between learners and faculty as identified by the Myers-Briggs Type Indicator® (MBTI). The gap between contextual understanding and application of the content by learners could be tied to faculty course design and content delivery. The authors found that learner dissatisfaction could be reduced if faculty is aware of the gap in content delivery, design, and evaluation. The use of the MBTI and IP Model together helped bridge the specific IP element gaps in context and content within this specific course structure. The authors found that addressing learner assumptions prior to, and during, content delivery (using the MBTI and IP Model) enhanced the contextual awareness and relevance of content application which resulted in greater learner satisfaction.



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