Advances in Medical Education and Practice最新文献

{"title":"How Preceptor Behaviour Shapes the Future of Medical Professionals.","authors":"Maram H Alshareef, Arwa F Flemban","doi":"10.2147/AMEP.S481620","DOIUrl":"10.2147/AMEP.S481620","url":null,"abstract":"<p><p>Preceptors play an indispensable role in shaping the future of healthcare. They bridge theoretical learning and practical clinical expertise in a rapidly evolving medical education landscape. Their influence extends beyond knowledge transfer, embodying the values, attitudes, and professionalism essential to competent medical practice. Bandura's Social Learning Theory posits that individuals learn through observation and modelling. Applying this theory supports the assumption that trainees acquire skills and professional norms by observing preceptor behaviour, a process known as vicarious learning. They transmit clinical competencies, ethical standards, and interpersonal skills critical for patient-centred care. Despite their significance, challenges such as increasing workloads, diverse trainee needs, and the complexities of modern healthcare often impede their ability to mentor effectively. Preceptors shape trainees' professional identities and ethical standards, which are significantly influenced by the hidden curriculum, the set of unspoken or implicit lessons conveyed outside the formal curriculum. Globally, there is growing recognition of the need to support and enhance the role of preceptors in medical education. Due to several challenges, some factors might prevent preceptors from maintaining their role model status, including the need for experience, continuous learning, and adaptation to diverse trainee needs. Strategies such as engaging in reflective practices and implementing effective stress management techniques are crucial for preceptors to navigate these barriers and uphold their status. However, few studies have synthesised the various dimensions of preceptor influence, including role modelling, communication skills, and the hidden curriculum. This review aims to fill this gap by exploring the variable role of preceptors in shaping medical trainees' professional development. It highlights the theoretical underpinnings of preceptorship, discusses the challenges preceptors face, and proposes evidence-based strategies to enhance their impact on future healthcare professionals.</p>","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":"16 ","pages":"135-144"},"PeriodicalIF":1.8,"publicationDate":"2025-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11789507/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143123595","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Stress and Interpersonal Relationships in Medical Students During Public Health Emergencies: A Network Analysis.","authors":"Yi Cui, Zhihua Guo, Tianqi Yang, Man Zhang, Hezi Mu, Jiayao Li, Jiaxin Fang, Tianshu Du, Xiaomei Yang","doi":"10.2147/AMEP.S495472","DOIUrl":"10.2147/AMEP.S495472","url":null,"abstract":"<p><strong>Background: </strong>With the growing demand for medical services worldwide, especially during public health emergencies, medical students, as a special group of future medical workers, are important for the development of health services, and they therefore experience more stress than ordinary college students do. The mental health of medical students plays a vital role in their training, and interpersonal relationships are an important factor affecting their stress levels.</p><p><strong>Purpose: </strong>This study aims to investigate the network structure of stress and interpersonal relationships among Chinese medical students and identify bridge variables to prevent and relieve this stress.</p><p><strong>Patients and methods: </strong>A self-report measurement taken from the Sociodemographic Questionnaire, Stress Scale for College Students and Interpersonal Relationship Synthetic Diagnosis Test was administered to 322 Chinese medical students from January to April 2022. Network analysis was used to determine the network structure, and the bridge expected influence (BEI) was identified as the bridge variable.</p><p><strong>Results: </strong>A total of 6.83% of the medical students experienced high levels of stress, and 31.06% of the medical students experienced various degrees of interpersonal distress. The edges across the community associated with stress and interpersonal relationships were all positive. The edges between S1 \"personal hassle\" and R3 \"dealing with people\", S2 \"academic hassle\" and R2 \"socializing\", and S3 \"negative life event\" and R4 \"dating someone of the opposite sex\" were the strongest. S1 \"personal hassle\" had the greatest BEI of the stress community (0.44), and R3 \"dealing with people\" had the greatest BEI of the interpersonal relationship community (0.19).</p><p><strong>Conclusion: </strong>This study used network analysis to investigate the relationship between stress and interpersonal relationships in Chinese medical students at the component level for the first time and highlight that the critical bridge variables \"personal hassle\" and \"dealing with people\" may contribute to preventing and relieving stress in Chinese medical students.</p>","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":"16 ","pages":"123-133"},"PeriodicalIF":1.8,"publicationDate":"2025-01-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11786597/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143081585","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Evaluation of the Availability and Implementation of Emergency Medical Services (EMS) Training in Saudi Emergency Medicine Programs.","authors":"Zainab AlHussaini, Sameerah Alsomali, Yousef Ajaj, Mohammed Ahmed Jameel","doi":"10.2147/AMEP.S490727","DOIUrl":"10.2147/AMEP.S490727","url":null,"abstract":"<p><strong>Background: </strong>Emergency Medical Services (EMS) is pivotal in the healthcare system, particularly in Emergency Medicine (EM) education. This study focuses on the current state and structure of the EMS rotation within Saudi Emergency Medicine Programs.</p><p><strong>Objective: </strong>The aim is to evaluate the availability and implementation of the EMS rotation curriculum in Saudi Emergency Medicine Programs concerning the Saudi Commission for Health Specialties (SCHS) requirements, identify gaps in its delivery, and propose areas for improvement to enhance standardization and effectiveness.</p><p><strong>Methods: </strong>A cross-sectional survey was conducted among emergency medicine program directors and residents in Saudi Arabia. Inclusion criteria were physicians who had completed EMS rotations after 2018. The survey collected data on participant backgrounds, available activities, evaluation-related services, and field experience. SPSS version 24 was used for data analysis, employing Chi-square tests to determine statistical significance.</p><p><strong>Results: </strong>The study included 68 participants, 51.5% current EM residents and 42.6% graduated EM residents. The majority were from the Central EM residency program (51.5%). Education of prehospital healthcare providers was the most reported activity (78%), followed by ride-along (Ground) (75%) and dispatch observation (66.1%). Significant differences in activity availability and evaluation services were observed based on respondents' positions and locations. For instance, ride-along (Air) was available in 7.1% of Eastern Region programs compared to 0% in Western programs. The most meaningful component of EMS rotation, as reported by 41.5% of participants, was ride-along.</p><p><strong>Conclusion: </strong>This study highlights the variability in EMS rotation activities and evaluation services across Saudi emergency medicine programs and underscores the need for more structured and comprehensive training approaches aligned with SCHS requirements.</p>","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":"16 ","pages":"109-121"},"PeriodicalIF":1.8,"publicationDate":"2025-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11784305/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143081474","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Attitudes of Final-Year Medical Students in Jordan Towards Volunteering During a Pandemic.","authors":"Abeer Alassaf, Lobna Gharaibeh, Fatima Alkubaisi, Majd Alkhawaldeh, Sohayla Dababseh, Rasha Odeh","doi":"10.2147/AMEP.S474780","DOIUrl":"https://doi.org/10.2147/AMEP.S474780","url":null,"abstract":"<p><strong>Background: </strong>During COVID-19 pandemic in Jordan, a number of medical students participated in voluntary work. However, barriers and facilitators were unclear. Therefore, we aimed to evaluate their experience and attitudes towards volunteering during a pandemic and the factors affecting that.</p><p><strong>Methods: </strong>A cross-sectional questionnaire-based study, using paper and online questionnaire which were distributed to final-year medical students at the University of Jordan from August 2021 to October 2021, about their experience and attitudes towards voluntary work during pandemics.</p><p><strong>Results: </strong>A total of 375 of final year medical students responded to the questionnaire. The number of male and female respondents were equal. Past voluntary work experience prior to COVID-19 pandemic in 44.8% of students, while 79.2% of them did not volunteer during the COVID-19 pandemic. Around 60% of students were willing to participate in future voluntary work that does not involve patients infected with COVID-19, while 29.3% of them were willing to do so depending on the type of pandemic and the availability of vaccines. There were 86.1% of students who thought that participating in voluntary work involving infected patients during pandemics, should be optional; where 10.1% suggested that it should be compulsory if vaccines were available.</p><p><strong>Conclusion: </strong>The majority of medical students did not volunteer during the COVID 19 pandemic. However, many of them expressed willingness to take part in future pandemics. Providing sufficient protection aids and adequate training, would affect positively the willingness of medical students to participate in voluntary work during a pandemic.</p>","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":"16 ","pages":"85-98"},"PeriodicalIF":1.8,"publicationDate":"2025-01-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11776430/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143068644","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"IMPASSIVE DICTATING: A Mnemonic Acronym for Systematically Generating Differential Diagnoses.","authors":"Maxwell Ho, Melissa Coloma, Richard Ngo, Jessica Santhakumar","doi":"10.2147/AMEP.S460802","DOIUrl":"10.2147/AMEP.S460802","url":null,"abstract":"<p><p>Systematically generating differential diagnoses facilitates a clinician's history, physical exam, and clinical evaluation. <i>IMPASSIVE DICTATING</i> is an acronym for pathophysiologies to consider in a differential diagnosis: immune reactions and dysregulation, metabolic, psychiatric, allergic, structural, social, infectious, vascular, endocrine/exocrine, degenerative, iatrogenic, congenital, traumatic, autoimmune, toxic, idiopathic, neoplastic, and genetic. We suggest that this mnemonic includes several improvements on previous pathophysiology-based acronyms and have informally validated this new mnemonic with two lists of common diseases. By emphasizing mechanisms of disease rather than clinical experience, <i>IMPASSIVE DICTATING</i> may be particularly useful in preclinical education, other teaching contexts, and complex patient presentations. We demonstrate the use of <i>IMPASSIVE DICTATING</i> with several common syndromes and underscore its utility and application compared to other methods of creating differential diagnoses.</p>","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":"16 ","pages":"79-83"},"PeriodicalIF":1.8,"publicationDate":"2025-01-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11780173/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143068761","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Comparison of Medical Students' Peer Evaluation and Teaching Staff Evaluation of Community Health Projects: Perceptions and Experiences.","authors":"Mahmoud A Mahmoud, Zaid Saud Almutairi, Abdulrahman M Mahmoud, Hind Bashir Alanazi, Sundus M Abdulrahman, Khalid A Bin Abdulrahman","doi":"10.2147/AMEP.S494025","DOIUrl":"10.2147/AMEP.S494025","url":null,"abstract":"<p><strong>Background: </strong>Public health education increasingly emphasizes experiential learning and community engagement. Peer review complements traditional staff evaluation, enhancing learning outcomes and refining teaching strategies. This study aims to investigate the perceptions and experiences of medical students with peer evaluation of community health projects. Staff evaluation for the same projects will be used for comparison.</p><p><strong>Methods: </strong>A cross-sectional survey study involving medical students from the epidemiology and community health course at the College of Medicine, Imam Mohammad Ibn Saud Islamic University (IMSIU). Students assessed their peers' community health projects using a self-administered questionnaire. Staff evaluations were also compared. Data was analyzed by IBM SPSS 29.</p><p><strong>Results: </strong>The study included 187 participants, primarily medical students (98.3%), who evaluated 20 community health projects. Three teaching staff members also rated the same projects. Medical students ranked effort expended (4.34), topic importance (4.26), and apparent participation (4.26) in descending order of value. The Staff evaluated the topic's relevance as the highest (4.43), but they rated the tools as lower (3.9). Medical students ranked tools sufficiency significantly higher, with a mean of (4.16 vs 3.90) than Staff (p <0.05). Both groups evaluated the project's level of innovation and the clarity of its target audience in a comparable manner. The analysis of the Full Project Level indicated no substantial disparity between medical students and Staff, as evidenced by the p-value of 0.920.</p><p><strong>Conclusion: </strong>This study validates that peer evaluation of student projects is equally practical as evaluation conducted by faculty members. Consequently, allocating resources toward enhancing peer students' learning and evaluation capabilities is justifiable.</p>","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":"16 ","pages":"99-108"},"PeriodicalIF":1.8,"publicationDate":"2025-01-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11776521/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143068758","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Optimizing Clinical Postgraduate Training: Perspectives of Postgraduate Alumni Regarding Their Residency Training at Mbarara University of Science and Technology, Uganda.","authors":"Leevan Tibaijuka, Lorna Atimango, Jonathan Kajjimu, Asiphas Owaraganise, Nixon Kamukama, Paul Kalyebara Kato, Godfrey Rwambuka Mugyenyi, Musa Kayondo, Adeline Adwoa Boatin, Joseph Ngonzi","doi":"10.2147/AMEP.S487175","DOIUrl":"10.2147/AMEP.S487175","url":null,"abstract":"<p><strong>Background: </strong>Understanding alumni satisfaction and the competencies gained during university training can guide improvements in education quality, particularly in higher education institutions. This study at Mbarara University of Science and Technology (MUST) explored the factors influencing alumni decisions, their residency experiences, and their levels of satisfaction. Additionally, it provided recommendations for improving graduate training programs.</p><p><strong>Methods: </strong>We conducted a mixed methods study from June to September 2022, employing an online survey and in-depth interviews (IDIs). The survey was distributed via Email and WhatsApp to MUST residency alumni, with 12 participants selected for IDIs. Descriptive summary statistics and thematic analysis were used to analyze the data.</p><p><strong>Results: </strong>Ninety-five MUST alumni (34.3% response rate) participated, predominantly males (80%), aged 31-40 (69%), and Ugandans (72%). Most graduated after 2018 (83%) in surgical specialties such as obstetrics/gynecology (38%) and general surgery (19%). Factors influencing residency program choice included practice-oriented study programs (61%), fields of specialization (55%), university or departmental reputation (46%), and admission standards (32%). While 80% were satisfied with the learning and teaching, only 50% expressed satisfaction with the infrastructure. IDIs revealed satisfaction due to compassionate faculty and strong university partnerships but criticized limited study facilities, difficult adaptation for international students, insufficient hands-on training, human resource shortages, and limited technology. Recommendations included collaborative mentorship, increased hands-on training exposure, more partnerships, and enhanced infrastructure and technology support.</p><p><strong>Conclusion: </strong>Most alumni were satisfied with their residency training despite infrastructure dissatisfaction, finding it well-aligned with their work and beneficial for their careers. Our study highlights opportunities for implementing proposed improvements to enhance residency training. It suggests that similar universities should conduct post-graduate tracers to evaluate trainee experiences and inform future directions.</p>","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":"16 ","pages":"53-67"},"PeriodicalIF":1.8,"publicationDate":"2025-01-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11776412/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143068769","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Perceived Preparedness for the Clinical Practice Among Medical Interns: A Cross-Sectional Study.","authors":"Wadeia Mohammad Sharief, Nehad Hassan Mahdy, Mohamed Al-Eraky","doi":"10.2147/AMEP.S466627","DOIUrl":"10.2147/AMEP.S466627","url":null,"abstract":"<p><strong>Background: </strong>Measurement of medical graduates' perception of their internship program can help to improve the program to guarantee the general satisfaction of medical interns and enhance their clinical training.</p><p><strong>Objective: </strong>To evaluate the medical interns' perceived preparedness for clinical practice and investigate the contributing elements.</p><p><strong>Method: </strong>The study was carried out to include 109 medical interns. Assessment preparedness for hospital practice questionnaire in Hospitals was used.</p><p><strong>Results: </strong>For clinical practice, the vast majority of participants (81.7%) were either fully or very well prepared. However, no statistically significant relationship was observed between the intern characteristics and preparedness level. It was found that the interns were not well prepared regarding handling emergencies, dealing with dying patients (44%), inserting an intravenous line (35.8%), conducting a digital-rectal examination (31.2%), as well as speaking with the social worker about the patient (29%). Males scored significantly higher than females regarding the interpersonal domain.</p><p><strong>Conclusion & recommendations: </strong>The results revealed that most interns were adequately trained for their clinical experiences. More emphasis on training in emergencies, catheterization, insertion of intravenous lines, and dealing with dying patients is required, in addition to continuous assessment of the interns after each clinical rotation to discover the areas of weakness.</p>","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":"16 ","pages":"69-78"},"PeriodicalIF":1.8,"publicationDate":"2025-01-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11774248/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143059670","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Evaluation of the Effectiveness of Standard Precaution Training on Disposition of Occupational Blood Exposure Among Healthcare Trainees: A Pre-Post Intervention Study.","authors":"Xing Zhang, Hongwei Li, Ning Li, Yusen Li, Li Kong, Min Zhang, Peng Wang, Yonghui Ma, Leiping Ni, Lili Liu, Xiujuan Meng","doi":"10.2147/AMEP.S493734","DOIUrl":"10.2147/AMEP.S493734","url":null,"abstract":"<p><strong>Introduction: </strong>Blood-borne occupational exposure (OBE) is one of the major public health problem for healthcare workers globally. Effective education and training on post-exposure management and standard precautions for healthcare trainees, are important measures for reducing OBE and infection rates. The aim of this study was to evaluate the effectiveness of standard precaution training on OBE disposition for healthcare trainees, comparing the differences of \"theoretical teaching\" and \"situational simulation\" training methods.</p><p><strong>Methods: </strong>A pre-post intervention study was conducted among 1347 healthcare trainees at a university teaching hospital located in Jining, Shandong Province from July 2023 to September 2023. Healthcare trainees who were undergoing training at the hospital from July 2020 to July 2023 were selected as the research subjects. They voluntarily participated in theoretical teaching group or situational simulation group. The two groups taught the same knowledge using different methods. Both groups were tested the same content before and after the training.</p><p><strong>Results: </strong>The accuracy rates before and after training in different groups were 71.71% and 78.08%, respectively (P<0.001). The accuracy rate after training in the scenario simulation group (79.08%) was higher than that in the theoretical teaching group (76.60%), with a statistically significant difference (<i>P</i><0.05). The accuracy rate for trainees who experienced OBE was 69.87% before training and 77.11% after training. For trainees who had not experienced OBE, the accuracy rates were 71.38% before training and 77.25% after training. The accuracy rates were higher after training compared to before training, with statistically significant differences (<i>P</i><0.001).</p><p><strong>Conclusion: </strong>Scenario simulation training exhibits significant advantages in improving accuracy due to its strong practicality, high level of participation, and timely feedback. The self-protection awareness, knowledge on OBE management, and standard precaution among healthcare trainees were enhanced through the training, and operational content can achieve better results through scenario simulation training.</p>","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":"16 ","pages":"41-51"},"PeriodicalIF":1.8,"publicationDate":"2025-01-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11771167/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143053916","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Relationship Between Preferred Learning Styles and Academic Achievement of Undergraduate Health Sciences Students Compared to Other Disciplines at a Middle Eastern University Utilizing the VARK Instrument.","authors":"Shobana Gangadharan, Khamis Al Mezeini, Sumathi Sasikala Gnanamuthu, Khadija A Al Marshoudi","doi":"10.2147/AMEP.S491487","DOIUrl":"10.2147/AMEP.S491487","url":null,"abstract":"<p><strong>Introduction: </strong>Learning style denotes a learner's approach to acquiring, processing, interpreting, organizing, and contemplating information. VARK, formulated by Fleming and Mills (1992), assesses learning styles: Visual (V), Aural (A), Reading/Writing (R), and Kinesthetic (K). Visual learners prefer observing; Aural learners favor listening to lectures; Reading/Writing learners engage through texts and notes; Kinesthetic learners benefit from tactile activities.</p><p><strong>Purpose: </strong>To compare learning style preferences of undergraduate health sciences students with other disciplines and examine the relationship between VARK scores and academic performance.</p><p><strong>Methods: </strong>A cross-sectional study of 347 undergraduate students recorded demographic data and responses to the Arabic version of the VARK questionnaire. Data were analyzed using SPSS version 27 which included descriptive and inferential statistics.</p><p><strong>Results: </strong>Unimodal preferences were most common, ranging from 47.4% to 51.4% in the College of Health Sciences and 11.8% to 15.0% in the College of Law as the least. Quadmodal preferences were rare but more frequent in Health Sciences and Engineering. Auditory (A) was the most preferred unimodal style (Mean/SD - 3.72/2.181), while kinesthetic (Mean/SD - 0.54/.864) was the least preferred. Mann-Whitney <i>U</i>-test results indicated Health Sciences students scored higher in K (<i>Z</i> = -4.558, p<0.001) and total VARK scores (<i>Z</i> = -3.633, p<0.001). There was a statistically significant difference in CGPA between unimodal and multimodal learners (<i>Z</i> = -2.150, p=0.032), with unimodal learners ranking lower.</p><p><strong>Conclusion: </strong>The findings suggest that multimodal learners outperformed unimodal learners, even though unimodal learners constituted a larger group. The Health Sciences and Engineering students exhibited marginally higher Quadmodal learning preferences than other disciplines, indicating the need for comprehensive and engaging learning experiences. These results have practical implications for educators, who should consider learning styles to enhance teaching strategies, address unique student challenges, and create an inclusive educational environment.</p>","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":"16 ","pages":"13-28"},"PeriodicalIF":1.8,"publicationDate":"2025-01-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11745043/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143013903","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}