Embracing Learning Style Diversity in Surgical Education: Insights from a Medical School (Preprint)

Abstract

BACKGROUND Learning is a complex process that involves the interaction between various factors. In medical education, understanding learning styles is crucial for optimizing the learning process and ensuring that students effectively acquire the necessary knowledge and skills. Previous studies have investigated the relationship between learning styles and academic performance in medical school, aiming to identify if certain learning styles are more favorable to succeed. OBJECTIVE Investigate the relationship between medical students' learning styles and their academic performance, focusing on surgical content, at a university in Brazil. METHODS A total of 206 students from the clinical cycle and internship participated in this cross-sectional study. Kolb's Learning Style Inventory (LSI) was used to assess learning styles. Data on global and surgical academic performance was obtained from the institution, and results from the Progress Test, a specific assessment taken by Brazilian medical students, were collected RESULTS Many of the students were classified as having a diverging learning style (63,6%), followed by accommodating (27,7%), assimilating (6,3%), and converging (2,4%). No significant relationship was found between learning styles and overall academic performance. However, significant differences were observed in the Progress Test results, particularly in the areas of Preventive Medicine, Gynecology and Obstetrics, and Pediatrics. CONCLUSIONS The findings highlight the importance of considering learning styles in surgical education and the need for inclusive teaching practices that accommodate diverse learning preferences. Further research is necessary to explore the nuances of learning styles across different medical specialties and to develop evidence-based strategies for optimizing the learning experiences of all students.