Medical student's preferred learning style (original) (raw)
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Introduction: “Learning style” is defined as an individual’s preferred method for approaching learning and gaining knowledge. As a teacher, it is important to understand the different learning styles of the students in acquiring the information, and hence one can make the necessary changes that best match the learning style of the students. Assessment of learning styles can be done in various ways but Visual Auditory Reading Kinesthetic (VARK) questionnaire is the most accepted one among them. The present study was undertaken to determine the learning preferences of first year medical students in South India. The study was also aimed at determining whether males and females have similar pattern of learning styles. Materials and Methods: This study was jointly conducted in Mamata Medical College, Khammam, Telangana and Sapthagiri Institute of Medical Science and Research Center, Bangalore, Karnataka. VARK-questionnaire Version 7.8 was used after obtaining permission. The VARK–questionnaire along with information about age and sex was distributed among 200 first year students of both colleges on the same day and response rate was 80%( Males49% and Females 51%) Results: VARK questionnaire results revealed that none of our respondents preferred unimodal method. 3% were bimodal, 32% were trimodal and 63% were quad modal. There was no statistical difference between the individual scores between male and female respondents. Implication: The implication of this study is applicable to teachers to understand his/her student’s pattern of learning. Although none of the students learn only by one method, all the multimodal learners will have a predominance of a particular learning style either it be visual/auditory/read/kinesthetic.
Objective-The aim of this study is to determine the learning mode preferences of undergraduate medical students of Moti Lal Nehru Medical College, Allahabad, Uttar Pradesh, India. Methodology–This study was conducted among 140 undergraduate medical students. A validated VARK questionnaire was used to determine the learning mode preference of these students. The questionnaire consisted of 16 items to analyze the classification of learning mode preference as-Visual, Auditory, Read/ Write, Kinesthetic (VARK) or combination of these. Descriptive analysis was used to identify the learning mode preference of the participants. Results –The analysis showed that 55% participants preferred multimodal learning as compared to 45% who were found to be unimodal learners. Among the unimodal kinesthetic (K) learners were maximum and among the multimodal learnersquad-modal (VARK) outnumbered the rest. Cumulative analysis of these learning modes further shows the predominance of kinesthetic learning followed the rest. Conclusion – This study points to a varied preference of learning modality among the students. This shows that the teaching and learning methodology should be such that it caters to all type of learners. Based on the higher preference of kinesthetic learning among the study participants it should be incorporated in the teaching learning activities for the benefit of the students. Also the students should be encouraged to be receptive to other methods as well.
Learning styles and approaches among medical education participants
Journal of Education and Health Promotion, 2019
PURPOSE: There are different learning styles adopted by medical education participants. The aim of this study is to investigate which learning styles and approaches are preferred to be learnt by medical students. METHODOLOGY: It is a cross-sectional study; 320 students were selected through stratified random sampling. Visual, auditory, read/write, and kinesthetic questionnaire was used which measures dimension of learning styles and approaches. RESULTS: Majority of medical students have preferred (32%) for Kinesthetic modality; 26% for Aural; Visual 21% and Reading/Writing 21%. The majority (53%) preference for Bimodal modality; 41% for Unimodal; 5% for Trimodal and 1% for Multimodal. CONCLUSION: Medical education participants commonly used kinesthetic styles, and there is no difference among different year of study; but, in learning approach, multimodal has increased as year of studying increased. It suggests that curriculum of medical education should be revised according to result of research.
Learning Style Preferences of First Year Medical Students-A Single Institute Study
Journal of Research in Medical Education & Ethics, 2017
The goal of this study was to determine preferred learning styles of first year medical students of BankuraSammilani Medical College, Bankura, a rural medical college of West Bengal, India. Methods: A cross sectional study of first year medical students with 65 male and 30 female (n=95) was performed. The validated VARK questionnaire Version7 was used to categorize the preferred mode of learning styles of students. Descriptive statistics were used to identify the learning styles of the students. Results: 95%was the response rate. 84.21% of students preferred multiple learning styles. Among multi modal learners bimodal learners (32.63%) surpass quad modal (30.52%) and tri modal (21.05%) learners. The most preferred combination of learning style among bimodal students were Auditory-Kinesthetic (9.47%) and Kinesthetic-Reading/Writing (9.47%). Conclusion: The result of this study shows that most students of this medical college are able to learn effectively as long as the teacher provide a blend of visual, auditory, reading/writing and kinesthetic activities
South-East Asian Journal of Medical Education, 2013
Objectives: This paper investigates the perceptions of the current teaching strategies among first year medical students. It further assessed the predominant learning style preferences using the VARK (Visual, Auditory, Reading/Writing and Kinesthetic) questionnaire and the gender differences for learning style preferences. Methods: This study was conducted among the first year medical students in the Faculty of Medicine, University of Colombo (n=192) and descriptive cross sectional design was adopted. Data was collected using a self-administered multiple choice questionnaire. Frequencies were calculated followed by cross-tabulations to generate descriptive statistics and analyzed with Chi Square distribution test. Results: Majority of the students found lectures and small group activities as useful learning experiences most of the time; 60.4% and 47.4% respectively. The multimodal preference was commoner, 59.8% (n=115) than the unimodal preference, 40.2% (n=77). Among the unimodal learners, the majority preferred aural modality, 55.8% (n=43). Bimodal preference was the most common among multimodal learners, 31.2% (N=60). Learning styles did not significantly differ between male and female students (p=0.115, n=192). Conclusions: To facilitate multimodal learning, combination of teaching techniques should be employed. Active learning should be further encouraged using a variety of learning tools such as video clips, computer simulations and interactive models.
Learning Style Preference of Medical Student in University of Lahore 1 2 3
Objective: The aim of the study was to identify learning styles of medical students and find out gender difference in learning style preference. Study Design: Descriptive cross section study. Place and Duration of Study: This study was conducted at University College of Medicine and Dentistry, Lahore from June to August 2015. rd Materials and Methods: A total of 115 out of 170 students from 3 year MBBS and 32 out of 50 students from 2nd year BDS completed the questionnaire. VARK(visual, auditory, reading/writing, kinesthetic) questionnaire was used to assess preferred learning style of medical students. The validity of the questionnaire was assessed through experts' views and its reliability was calculated by using Cronbach's alpha coefficients (α=0.86). Data were analyzed by using SPSS software. Results: The result indicate that 67 (46%), prefer single learning style, out of these 44(66%) visual, 4(6%) auditory, 7(10%) read/write and 12(18%) prefer kinesthetic. 80 student (54%) select more than one learning style, in which 59(74%)binary learning style, 19(23%) tertiary learning style and 2(3%) prefer quaternary learning style. There is no gender difference in learning style selection. Visual and kinesthetic were the most preferred learning style in both male and female. Conclusion: In the present study the preferred learning styles of medical students were Visual and kinesthetic. Knowledge of learning style of medical student will be help full in teaching, but we will have to assess learning style of other classes of MBBS and BDS as well.
Preferred learning styles of second year medical students
Medical students differ in intelligence, personality, aptitudes and rate of learning. By identifying and adopting their preferred learning styles, the process of learning will be enhanced which further helps in achieving mastery in their medical professional. The present study was aimed to assess the preferred learning styles amongst second year medical students in a tertiary care institution. A cross-sectional study using VARK (Visual, Aural, Reading/writing and Kinaesthetic) questionnaire, was carried out amongst second year medical students (145) in Sri Muthukumaran medical college Hospital & Research Institute.The questionnaire consists of 16 items which identify four different learning styles: visual, aural, reading /writing and kinaesthetic. Descriptive statistics were used to identify the learning styles of students. Overall, 41% students preferred to use single learning style (uni-modal). Of these 21% preferred the kinaesthetic style, 13% preferred aural style, 6% preferred visual and 1% preferred Reading and Writing style. Among the rest, 59% of students' preferred more than one style (multi-modal), 18% have chosen two modes (bimodal), 17 % preferred three modes (tri-modal), and 24% preferred four modes (quad-modal). The preferred learning styles of second year medical students were multi-modal.
A study on the learning styles and learning approaches among medical students
National Journal of Physiology, Pharmacy and Pharmacology, 2017
Background: Designing of active learning strategies that promote self-directed learning, has been emphasized in the directives of undergraduate medical education by the Medical Council of India. Acknowledging the diverse learning styles and learning approaches of the medical students is often an underutilized approach to improve classroom instructions. Aims and Objectives: The present study aimed to study the percentage distribution of diverse learning styles and predominant learning approach among the medical students. Materials and Methods: Self-administered visual, auditory, read/write, kinesthetic questionnaire and Approaches and Study Skills Inventory for Students questionnaire were distributed to 121 medical undergraduate students, to assess their learning style and learning approach, respectively. Results: Of the total 121 students, 53.8% students were unimodal learners and 46.2% were multimodal learners. Among the unimodal learners, predominant were visual learners (24.1%). There was no significant influence of gender on the learning style preferences among the medical students. Deep approach was the predominant learning approach among the medical students. The mean scores of the strategic approach were significantly higher in females compared to the male medical students. Conclusion: A successful learning results only when the teaching and assessment methods are in alignment with the student's learning preferences. Students aware of their learning style and approach may be motivated to adopt techniques that best suit their learning styles and this may result in greater educational satisfaction.
Learning Style Preferences Among Medical Students in Malaysian Medical Universities
Introduction: Medicals students are being exposed to different learning environments, at the same time receiving vast extents of information. The information on learning style can also benefit the students by helping them to formulate appropriate learning strategies to enhance their learning. VARK is a questionnaire that determines a person's sensory modality preferences. Aim: The aim of this study is to identify the learning style preference among medical students in Malaysian medical universities. Methodology: A descriptive cross sectional study was done in 2015. Convenience sampling was used to choose the sample population. Sample size was 239 students. VARK © questionnaire Version 7.8 was used to assess the learning style among preclinical and clinical medical students from three medical universities in Malaysia. Questionnaire was distributed among students in the form of hard copy after taking an informed consent. Results: Majority (53.61%) out of 97 preclinical students preferred unimodal learning style. 46.39% out of 142 clinical students had highest preference towards multimodal learning style. Kinesthetic was the mode of choice from the VARK component for both preclinical and clinical students. In multimodal learning style, trimodal and bimodal mode was preferred by preclinical and clinical students respectively. Conclusion: Kinesthetic modality is the strongest single preference for both preclinical and clinical students. Preclinical students preferred unimodal learning style and clinical students preferred multimodal learning style.
Advances in Medical Education and Practice, 2019
Objectives: This research aims to describe the learning styles among undergraduate medical students at the College of Medicine, University of Bisha. Materials and methods: Type of study is a cross-sectional. Students preference of learning styles was assessed through VARK (abbreviation stands for Visual, Aural, Read/ Write, and Kinesthetic learning style) inventory questionnaire version 7.1. The questionnaire was bilingually translated. Data from the questionnaire were analyzed by SPSS (V20). Data were presented in the form of descriptive statistics. One-way ANOVA and Kruskal-Wallis test were used to assess the relations between study variables. Results: One hundred and eighteen students (86.8%) were unimodal in their learning preference , and 18 students (13.3%) were multimodal. The dominant unimodal style was aural (55.9%), and the lowest was reading (5.1%). Among multimodal the commonest preference was AK (77.8%) followed by VR and VK equally (11.1%). The multimodal pattern is limited to students in level one. Visual style increases in percentage with the academic levels. Conclusion: Students in the College of Medicine, University of Bisha (UBCOM) have different patterns and types of learning style. Aural is the dominant unimodal style. The visual style is widely distributed among students of different levels. Planning and implementation of educational activities that satisfy all learning styles will support the learning process.