Learning styles among first professional northern and central India medical students during digitization

Parashar, Rachna; Hulke, Sandip Meghnad; Pakhare, Abhijit

doi:10.2147/amep.s182790

Cited by 11 publications

(17 citation statements)

References 12 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Although a number of studies with inconsistent results are available from various parts of the world, there is a lack of information about the distribution of learning preferences of medical students in Nepal, where the culture of medical education differs from other countries. This cultural diversity of students adds to the diversity of their learning styles and strategies 15. Rethinking and reframing organizational culture within the medical education system has been the critical demand in Nepal.…”

Section: Introductionmentioning

confidence: 99%

Influence of learning-style preferences in academic performance in the subject of human anatomy: an institution-based study among preclinical medical students

Khanal¹,

Giri²,

Shah³

et al. 2019

AMEP

View full text Add to dashboard Cite

Purpose: The present study was conducted to find the preferred mode of learning among first-year preclinical students and compare the preferred mode of learning with sex, faculty of students, and academic performance of the students using the VARK questionnaire. Methods: A cross-sectional study was done among 142 first-year Bachelor of Medicine–Bachelor of Surgery and Bachelor of Dental Surgery students from February to May 2018. Demographic data and various academic performance marks were recorded for each individual. VARK (visual, aural, read/write and kinesthetic) questionnaire version 7.8 was administered to calculate the score of each component. Mean VARK scores were calculated and each student classified by their preferred mode of learning. The preferred mode of learning was compared with sex, nationality, faculty of students, and academic performance using χ 2 , unpaired t -tests, and the Mann–Whitney U test. P <0.05 was taken as statistically significant for comparison. Results: A majority of the students (53.52%) were multimodal. The most common multimodal mode of preference was bimodal (26.06%), while the most common unimodal preference was kinesthetic (29.06%). Total V score, K score, and VARK score were higher among males, while A and R scores were higher among females. The K score (7.96±2.35 in males and 6.96±2.43 in females) differed significantly ( P =0.019) between male and female subjects. More subjects with higher scores in the theory exam of anatomy were unimodal learners (53.8%) compared to multimodal learners (46.2%). Conclusion: From this study, it can be concluded that undergraduate students were diverse in their learning styles, but most were multimodal. Though learning styles were found to vary by sex, nationality, and academic performance, differences were not statistically significant.

show abstract

Section: Introductionmentioning

confidence: 99%

Influence of learning-style preferences in academic performance in the subject of human anatomy: an institution-based study among preclinical medical students

Khanal¹,

Giri²,

Shah³

et al. 2019

AMEP

View full text Add to dashboard Cite

show abstract

“…We greatly value the study by Parashar et al, 1 which brings light to the effect of different forms of learning styles on acquiring and processing information.…”

Section: Dear Editormentioning

confidence: 84%

Learning styles for medical students: is it as simple as it seems? [Letter]

Al-Khayat

Mohammad

Hayat

2019

AMEP

View full text Add to dashboard Cite

We read with great interest the article by Parashar et al 1 regarding learning styles. We would like to offer our reflections as medical students. The author highlighted that kinesthetic and aural forms of learning are preferred by early year medical students; it also concludes that a multimodal approach is best for enhanced learning. We agree that a multifaceted approach should be used, but how it is applied is where the discussion lies.We feel it is important to discuss and highlight a number of salient points pertaining to learning styles. There are studies which show that, despite some effect, multimodal learning does not result in significantly higher grades than other learning styles. 2 We believe a cohort study where students experience different modes of learning with subsequent examinations to survey changes from baseline knowledge would be better suited to explored enhanced learning, rather than a cross-sectional study.The study by Parashar et al 1 identified learning styles exhibited by students by using four distinct styles; there is little evidence to suggest that this model which attempts to categorize learners is educationally valid. 3 Instead, it is suggested that there are learning preferences exhibited by students, rather than a few, distinct styles. 3 It may also not be feasible for medical schools to accommodate for all learning preferences when covering the content outlined in the medical syllabus for extensive cohorts. Further consideration is required when addressing the method by which the effectiveness of teaching styles is established.We hold the view that pedagogy should be classified in accordance to the topic being covered. In our experiences, different modules require different facets of teaching. As medical students, we have found that anatomy teaching is best aided by visual stimulation: images, labeled diagrams and cadaver teaching. We have benefitted from case-based learning, and this has been shown to improve understanding of concepts and academic performance. 4 Therefore, we believe that medical students will need to adopt more than one style of learning to successfully develop their clinical knowledge and expertise; this will be invaluable when facing challenges as future doctors.We greatly value the study by Parashar et al, 1 which brings light to the effect of different forms of learning styles on acquiring and processing information.

show abstract

“…Undergraduate teaching represents a significant change in education style for individuals, presenting a challenge to preclinical medical students. Based on this, we were greatly interested in the study conducted by Parashar et al regarding the assessment of learning styles of medical students in India in the era of digitization 1. Pertinently, the authors identified most students possessed multimodal learning styles, with auditory and kinesthetic being most common.…”

Section: Dear Editormentioning

confidence: 99%

“…These would occur at the end of a lecture-based teaching session and would increase student focus and improve information retention as demonstrated by Logan et al3 Secondarily, in order to improve the delivery of the lecturers, lecturers would be provided with training in effective delivery. As the authors mentioned that lecturer delivery style influences the student’s ability to learn 1. A lack of adequate presenting skills can ablate the students’ interest and attenuate the extent of learning.…”

Section: Dear Editormentioning

confidence: 99%

Analysis of multimodal learning styles in the contemporary medical school

Bilal

Naeem

Nisar

2019

AMEP

View full text Add to dashboard Cite

Learning styles among first professional northern and central India medical students during digitization

Cited by 11 publications

References 12 publications

<p>Influence of learning-style preferences in academic performance in the subject of human anatomy: an institution-based study among preclinical medical students</p>

<p>Influence of learning-style preferences in academic performance in the subject of human anatomy: an institution-based study among preclinical medical students</p>

<p>Learning styles for medical students: is it as simple as it seems? [Letter]</p>

<p>Analysis of multimodal learning styles in the contemporary medical school</p>

Contact Info

Product

Resources

About