Changes in the VARK Learning Style from the First to the Second Preclinical Year of Medical Students: A Follow-up Cross-sectional Questionnaire Study in a Thai Medical School

Abstract

Objective: This study aimed to determine percentage of students who changed (change group) and did not change (no-change group) in the visual (V)–aural (A)–reading/writing (R)–kinesthetic (K) learning style from the first (Preclinic1) to the second (Preclinic2) preclinical year; and compare academic performance (GPA, percentile of GPA, and achievement of study targets) and stress levels between these groups.
 Materials and Methods: The VARK and research questionnaires were sent to students of the 2019 class at the end of Preclinic1 and again at Preclinic2. GPA and percentile of GPA were obtained from academic records while achievement of study targets and stress levels were from the research questionnaires.
 Results: Most students were multimodal learners (65.03% in Preclinic1 and 69.51% in Preclinic2). From Preclinic1 to Preclinic2, 69.3% of students changed and 30.7% of students did not change their learning preference. In Preclinic1 and Preclinic2, GPA and percentile of GPA were higher in the no-change compared with the change group (p<0.01 all). GPA in the change group was lower in Preclinic2 than that in Preclinic1 (p<0.001). Achievement of study targets and stress levels of the change group in Preclinic2 were lower than theirs in Preclinic1 and those of the no-change group in Preclinic2 (p<0.05 all). The students who changed their learning preference might need to adapt to their new learning preference probably leading to lower academic capability but less stress.
 Conclusion: Students changed their learning preference around 70% from Preclinic1 to Preclinic2. The change group exhibited lower academic capability but less stress.

Interactive audio human organ model combined with team‐based learning improves the motivation and performance of nursing students in learning anatomy and physiology

“…The use of kinesthetic learning strategies, such as practical operation, multisensory immersion, and collaborative learning, can increase student participation and enhance critical thinking. This approach is particularly suitable for students in medical and nursing departments (Hernandez et al, 2020;Maprapho et al, 2023). By combining the interactive audio human organ model with TBL, we aim to create a comprehensive learning experience that engages students and fosters a deeper understanding of the subject matter.…”