Learning style preferences among students of medical and dental colleges
Abstract
Background:Â Psychologists and researchers have discovered variations in learning styles of students across institutes, cultures and educational environments. Awareness of the predominant learning style will enable the facilitators to modify teaching methods and make the educational experience more effective.
Aim: This study determines the VARK inventory based learning styles of students at a private medical college in Pakistan and relates them with the teaching methods preferred by the students.
Methods: A cross sectional study was conducted on 194 first and second year MBBS students, enrolled at Shalamar Medical and Dental College, Lahore. The VARK questionnaire, version 7.1 was used to categorize the learning preferences/modes as visual (V), auditory (A), read and write (R) and kinaesthetic (K). Data was also collected about the students’ gender and their preferred teaching methods.
Results:Â Only 36% of students preferred one learning style (uni-modal), primarily kinaesthetic, while the rest of students preferred more than one learning style (multi-modal), where 44% bi-modal, 15 tri-modal and only 5% quadri-modal. The most preferred teaching methodology was practical/dissection (38%) and the least preferred was tutorial (8%). Strong correlation was found between kinaesthetic learners and those who preferred practical as teaching method.
Conclusion: Multiple modes of instruction will cater for needs of the majority of the students. The educators’ awareness about the learning styles of the students and their efforts towards matching the learning styles with modes of instruction may ensure an effective learning environment for the learners.
Keywords:Â Learning style, Instructional method, Teaching-learning strategies, Medical students
References
Lujan H, Di-Carlo S. First-year medical students prefer multiple learning styles. Adv Physiol Educ. 2006; 30:13-6.
Dunn R, Giannitti MC, Murray JB. Grouping students for instruction: effects of learning style on achievement and attitudes. J Soc Psych. 1990; 130: 485–494.
Flavell J, Miller P, Miller S. Cognitive development: Upper Saddle River. 4th ed Prentice-Hall press; 2002.
Keefe J. Learning style: theory and practice. Reston: National Association of Secondary School Principals; 1987.
Baykan Z, Naçar M.Learning styles of first-year medical students attending. Erciyes University in Kayseri, Turkey. Adv Physiol Edu. 2007; 31: 158–60.
Collins J. Education techniques for lifelong learning: principles of adult learning. Radiographics. 2004; 24(5):1483-9.
Claxton CS, Murrell PH. Learning Styles: Implications for Improving Educational Practices. ASHE-ERIC Higher Education. Report Number: 4, 1987.
Fleming ND, Mills C. Not another inventory, rather a catalyst for reflection. To Improve the Academy 1992; [cited 2013 03 Jan]; Available from: http://www.varklearn.com/documents/not_ another_inventory.pdf
Abdallah AR, Al-zalabani A, Alqabshawi R. Preferred learning styles among prospective research methodology course students at Taibah University, Saudi Arabia. J Egypt Public Health Assoc. 2013; 88(1):3-7.
Robinson G. Do general practitioners' risk-taking propensities and learning styles influence their continuing medical education preferences? Med Teach. 2002; 24: 71–8.
Smits PB, Verbeek JH, Nauta MC. Factors predictive of successful learning in postgraduate medical education. Med Educ. 2004; 38:758–66.
Erol Gurpinar, Hilal Bati, Cihat Tetik.Learning styles of medical students change in relation to time. Adv Physiol Educ. 2011;35:307-11.
Irfan Shukr, Roop Zainab, Mowadat H Rana. Learning styles of postgraduate and undergraduate medical students. J Coll Physicians Surg Pak. 2013;23:25-30.
DiCarlo S, Collins H.Colored letters: a tool to increase class participation in a large classroom. Adv Physiol Educ. 2001; 25: 143.
Clark R, Harrelson GL. Designing Instruction That Supports Cognitive Learning Processes. J Athl Train. 2002;37(4 Suppl):S152-S159.
Young JQ, Van Merrienboer J, Durning S, Ten Cate O. Cognitive Load Theory: Implications for medical education: AMEE Guide No. 86. Med Teach. 2014;36(5):371-84.
Pashler H, McDaniel M, Rohrer D, Bjork R. Learning Styles Concepts and Evidence. Psychol Sci Public Interest. 2008; 9(3):105-19.
Sankey MD, Birch D, Gardiner MW. The impact of multiple representations of content using multimedia on learning outcomes across learning styles and modal references. Intern J Educ Dev ICT. 2011;7(3):18-35.
Baykan Z, Nacar M. Learning styles of first year medical students attending Erciyes University In Kayscri Turkey. Adv Physiol Educ. 2007;31:158-60.
Nuzhat A, Salem RO, Mohammed SA, Nasir Al-Hamdan. Learning style preferences of medical students: a single-institute experience from Saudi Arabia. Int J Med Edu 2011; 2:70-3.
Antepohl W, Herzig S. Problem-based learning versus lecture-based learning in a course of basic pharmacology: a controlled, randomized study. Med Educ.1999; 33(2):106-13.
Michel MC, Bischoff A, Jakobs KH. Comparison of problem-and lecture-based pharmacology teaching. Trends Pharmacol Sci. 2002; 23(4):168-70.
Felder RM, Brent R. Understanding student differences. J Engineering Educ. 2005; 94(1): 57-72.
Minotti JL. Effects of learning-style-based homework prescriptions on the achievement and attitudes of middle school students. NASSP Bulletin. 2005; 89:67-89.
