Learning style preference and the academic achievements of medical students in an integrated curriculum

Abstract

Understanding how individuals learn best, known as learning style, is integral to optimizing educational outcomes. This analytical study was conducted among students in their fourth year who finalized their problem-based activities at the College of Medicine, University of Bisha, Saudi Arabia. The visual, aural, read/write, and kinesthetic (VARK) model was adopted to assess individual differences in learning preferences and their correlation with academic achievement in the problem-based learning (PBL)-dependent curriculum. The online self-administered survey was completed by 64 students with a response rate of 79%. Of these, 63.5% were men and 36.5% were women, with a mean age of 21.9 years and a grade point average (GPA) of 3.83. Analysis of learning style distribution revealed that 34.9% preferred visual, 54% preferred auditory, 17.5% preferred read/write, and 90.5% preferred kinesthetic styles. Also, combined learning modalities revealed that 14.3% preferred unimodal, 74.6% bimodal, and 11.1% trimodal approaches. The most frequent unimodal approach was kinesthetic, while auditory/kinesthetic and visual/auditory/kinesthetic were the predominant bimodal and trimodal preferences. No significant differences in GPA were found among students with different selective learning styles or combined learning modalities, as determined by one-way ANOVA and chi-square tests. Spearman's rho correlation revealed a positive correlation between the learning modality and the auditory style (P < 0.001). Also, a negative correlation was identified between reading/writing versus kinesthetic and auditory versus visual learning styles (P = 0.001). However, no significant correlations were identified between grades or GPA and specific learning styles. It can be concluded that the integrated PBL-dependent curriculum adopted at the College of Medicine, University of Bisha, is a suitable teaching modality satisfying different learning styles, but continuous monitoring is crucial.

Keywords: GPA; PBL; VARK; undergraduates.