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A cross-sectional study of learning style preference among 2nd-year medical graduates using modified VARK questionnaire based on new curriculum

Prasannakumari Sundararajan, Prasanna Xavier Anthonisamy, Vinupradha Paulraj, Abdhul Rahman Abdul Azeez.


Background: Medical education is a continuous learning process which requires the students and instructors to update themselves. Learning style refers to consistent and enduring tendencies or preference for learning. It is important to assess the learning styles of students to cater for their differing learning needs. Research has demonstrated that learners have four basic perceptual learning modalities, that are Visual (V), Auditory (A), Tactile (R), and Kinesthetic (K).

Aims and Objectives: The aim of this study is to analyze the learning preference among 2nd-year Medical graduates using modified validated VARK questionnaire based on new curriculum.

Materials and Methods: A descriptive cross-sectional study was conducted on 101 medical graduates. Validated VARK questionnaire was used to categorize the learning preference. Students were instructed to tick or circle the most preferred learning style. The completed questionnaires were collected and statistically evaluated.

Results: Most of them preferred multimodal (64.35%) learning style as compared to unimodal (35.6%). In multimodal, majority of the students preferred bimodal (47.5%) learning style. In unimodal, majority of the students preferred aural (14.8%) followed by visual (11.8%) mode of learning style.

Conclusion: The new curriculum has modified and increased learning activities among the students. Understanding student’s learning styles can make teaching-learning more effective. Assessment of students’ learning style is a valuable skill in education. Knowledge of learning styles may help educators to identify and solve learning problems among students, thus helping the students to become more effective learners.

Key words: Bimodal; Learning Style; Medical Students; New Curriculum; Teaching Methods

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