The authors describe an intensive graduate program involving compressed classroom preparation followed by a period of experiential activities designed to reinforce and enhance the knowledge base. Beginning with a brief review of the andragogical issues, they describe methods undertaken to track learning styles via the Kolb Learning Styles Inventory (Version 3.1) among a cohort from matriculation to 2 months post-graduation when the individuals were in practice. Finally, the outcome of the study and potential implications of each finding are described.