Learning Style Preferences Among Undergraduate Medical Students of Lahore, Pakistan and Factors Related to it

JAIMC: Journal of Allama Iqbal Medical College Pub Date : 2024-05-03 DOI:10.59058/jaimc.v21i4.194

Taskeen Zahra, Noor Fatima Ali, Aaiza Naveed, Fatima, Zarabia Pervaiz Butt, Humaira Waseem

{"title":"Learning Style Preferences Among Undergraduate Medical Students of Lahore, Pakistan and Factors Related to it","authors":"Taskeen Zahra, Noor Fatima Ali, Aaiza Naveed, Fatima, Zarabia Pervaiz Butt, Humaira Waseem","doi":"10.59058/jaimc.v21i4.194","DOIUrl":null,"url":null,"abstract":"Objectives: The objectives of the study were to assess the learning styles of medical students using the VARK Questionnaire and to study factors related to their learning style preferences. Methods: A descriptive cross-sectional study, using the validated 16-point VARK Questionnaire Version 8.01, was conducted among medical students in Lahore, Pakistan, from May to October 2023. Through non-probability virtual snowball sampling, 360 students from various medical colleges responded to online Google forms distributed via emails and WhatsApp groups. Data were entered, cleaned, and analyzed using Statistical Package for the Social Sciences (SPSS) Version 26. The Chi-square test determined associations between variables, with a significance level set at p < 0.05. Results: The respondents had a mean age of 21.56±1.608. The study revealed that 68.9% preferred a unimodal learning style, with Visual (25%) being the most favored, followed by Read/Write (15.2%), Aural (14%), and Kinesthetic (13.5%).About 65% of respondents were unaware of their learning styles. No statistically significant relationships were found between learning style and gender, clinical year, schooling background, or institute type. However, significant relationships were found with age, academic performance, and preferred teaching methodology (p=0.05, p=0.04, and p=0.007, respectively). Conclusion: The present study highlighted the independence of learning styles from demographics. The identified relationship between learning styles, preferred teaching methodologies, and academic performance emphasizes the significance of this knowledge for medical educators and students in fostering lifelong learning. It's noteworthy that majority of students demonstrated unimodal sensory preferences, reinforcing the importance of tailored teaching strategies to maximize learning potential. \n Keywords: Learning, style, VARK, Medical Education, Teaching Methods, Medical Students \n ","PeriodicalId":192263,"journal":{"name":"JAIMC: Journal of Allama Iqbal Medical College","volume":"3 2","pages":""},"PeriodicalIF":0.0000,"publicationDate":"2024-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"JAIMC: Journal of Allama Iqbal Medical College","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.59058/jaimc.v21i4.194","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}

引用次数: 0

Abstract

Objectives: The objectives of the study were to assess the learning styles of medical students using the VARK Questionnaire and to study factors related to their learning style preferences. Methods: A descriptive cross-sectional study, using the validated 16-point VARK Questionnaire Version 8.01, was conducted among medical students in Lahore, Pakistan, from May to October 2023. Through non-probability virtual snowball sampling, 360 students from various medical colleges responded to online Google forms distributed via emails and WhatsApp groups. Data were entered, cleaned, and analyzed using Statistical Package for the Social Sciences (SPSS) Version 26. The Chi-square test determined associations between variables, with a significance level set at p < 0.05. Results: The respondents had a mean age of 21.56±1.608. The study revealed that 68.9% preferred a unimodal learning style, with Visual (25%) being the most favored, followed by Read/Write (15.2%), Aural (14%), and Kinesthetic (13.5%).About 65% of respondents were unaware of their learning styles. No statistically significant relationships were found between learning style and gender, clinical year, schooling background, or institute type. However, significant relationships were found with age, academic performance, and preferred teaching methodology (p=0.05, p=0.04, and p=0.007, respectively). Conclusion: The present study highlighted the independence of learning styles from demographics. The identified relationship between learning styles, preferred teaching methodologies, and academic performance emphasizes the significance of this knowledge for medical educators and students in fostering lifelong learning. It's noteworthy that majority of students demonstrated unimodal sensory preferences, reinforcing the importance of tailored teaching strategies to maximize learning potential. Keywords: Learning, style, VARK, Medical Education, Teaching Methods, Medical Students

查看原文本刊更多论文

巴基斯坦拉合尔医科本科生的学习方式偏好及其相关因素

研究目的本研究的目的是使用 VARK 问卷评估医科学生的学习风格，并研究与其学习风格偏好相关的因素。研究方法：采用描述性横断面研究方法，使用经过验证的 VARK 问卷版本，对医科学生的学习风格进行评估：2023 年 5 月至 10 月，在巴基斯坦拉合尔的医科学生中开展了一项描述性横断面研究，使用的是经过验证的 16 点 VARK 问卷 8.01 版。通过非概率虚拟滚雪球抽样，来自不同医学院的 360 名学生回复了通过电子邮件和 WhatsApp 群组分发的在线谷歌表格。数据使用社会科学统计软件包（SPSS）第 26 版进行输入、清理和分析。采用卡方检验确定变量之间的相关性，显著性水平设定为 p < 0.05。结果受访者的平均年龄为（21.56±1.608）岁。研究显示，68.9%的受访者喜欢单模式学习方式，其中最喜欢视觉学习方式（25%），其次是读写学习方式（15.2%）、听觉学习方式（14%）和动觉学习方式（13.5%）。约 65% 的受访者不知道自己的学习风格。在统计上，没有发现学习风格与性别、临床年级、学校背景或学院类型有明显关系。但发现学习风格与年龄、学习成绩和偏好的教学方法有明显关系（分别为 p=0.05、p=0.04 和 p=0.007）。结论本研究强调了学习风格与人口统计学的独立性。学习风格、偏好的教学方法和学习成绩之间的关系强调了这一知识对医学教育工作者和学生促进终身学习的重要意义。值得注意的是，大多数学生都表现出了单模态的感官偏好，这就加强了有针对性的教学策略对最大限度地发挥学习潜能的重要性。关键词学习风格 VARK 医学教育教学方法医学生

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

JAIMC: Journal of Allama Iqbal Medical College

自引率

0.00%

发文量