Learning style preferences among medical students in the College of Medicine, University of Bisha, Saudi Arabia (2018)

Abstract

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.

Keywords:

• learning style
• Saudi
• academic level
• student
• medical

Recommendations

More research work is needed to evaluate the possible association between learning style preferences and teaching and learning methods, and the teaching styles.

Acknowledgment

The authors acknowledge the students who participated in the study. Great appreciation was to Dr. Elwathiq Khalid, Dr. K. Salih, Dr. E. Miskeen, Dr. A.MS. Eleragi, Dr. I. Jack, Prof. Masoud Ishag (College of Medicine, University of Bisha) and the appreciation is extended to Dr. M. Elhassan (College of Medicine, Qassim University, Saudi Arabia) and the authors' colleagues. Great thanks to Mr. MK. Abid (College of Medicine, King Khalid University, Abha, Saudi Arabia) for the statistical analysis and helpful comments. Special thanks and appreciation to College Dean and Administration of the College of Medicine, University of Bisha (Bisha, Saudi Arabia) for help and allowing the use of facilities.

Disclosure

The authors report no conflicts of interest in this work.