World Journal of Pharmaceutical Sciences
ISSN (Print): 2321-3310; ISSN (Online): 2321-3086
Published by Atom and Cell Publishers © All Rights Reserved
Available online at: http://www.wjpsonline.org/
Original Article
Preferred learning styles of second year medical students
Kavitha R1*, Rajesh M2, Kannan R3
1
Associate Professor & 2Assistant Professor, Department of Pharmacology, Sri Muthukumaran Medical College
Hospital & RI, Chennai
3. Drug Safety Coordinator, ICON, Perungudi, Chennai, India
Received: 07-01-2016 / Revised: 15-02-2016 / Accepted: 26-02-2016 / Published: 28-02-2016
ABSTRACT
Medical students differ in intelligence, personality, aptitudes and rate of learning. By identifying and adopting
their preferred learning styles, the process of learning will be enhanced which further helps in achieving mastery
in their medical professional. The present study was aimed to assess the preferred learning styles amongst
second year medical students in a tertiary care institution. A cross-sectional study using VARK (Visual, Aural,
Reading/writing and Kinaesthetic) questionnaire, was carried out amongst second year medical students (145) in
Sri Muthukumaran medical college Hospital & Research Institute.The questionnaire consists of 16 items which
identify four different learning styles: visual, aural, reading /writing and kinaesthetic. Descriptive statistics were
used to identify the learning styles of students. Overall, 41% students preferred to use single learning style (unimodal). Of these 21% preferred the kinaesthetic style, 13% preferred aural style, 6% preferred visual and 1%
preferred Reading and Writing style. Among the rest, 59% of students’ preferred more than one style (multimodal), 18% have chosen two modes (bimodal), 17 % preferred three modes (tri-modal), and 24% preferred
four modes (quad-modal). The preferred learning styles of second year medical students were multi-modal.
Key words: Learning style, Multi-modal, medical students.
INTRODUCTION
During the undergraduate years, medical students
have to become flexible life-long learners, able to
gather and organize information from many
sources and prepared to apply the relevant
knowledge to the solution of the patients' problems
in a humanitarian healthcare context [1]. As a
medical teacher, we use a variety of teaching
techniques to give them the best chance to succeed
in their academic knowledge and skills. But the
challenge of imparting a large amount of
knowledge in the field of medical education within
a limited time period exist and the way it should be
retained, remembered and effectively interpreted by
a student is considerable. This has resulted in a
shift from didactic teacher centered and subject
based teaching to the use of interactive, problem
based, student centered learning [2].
Students’ approach to learning has become an
important concern for medical educators for many
decades [3-8]. Different people learn differently,
and psychologists have categorized them into
different learning styles. A learning style or
preference is the complex manner in which, and
conditions under which, learners most efficiently
and most effectively perceive, process, store, and
recall what they are attempting to learn [9]. One
characterization of learning styles is to define the
learners' preferred mode of learning in terms of the
sensory modality by which they prefer to take in
new information. Preferred learning styles of
learners are different, which depend on tastes,
mentality preparedness, as well as physical
condition, in terms of sensory modalities.
Identifying and adopting appropriate learning styles
could play an important role in selecting teaching
styles, which can improve education ultimately
[10]. Naturally, there are many models of different
learning styles in education. The most widely used
is the VAK learning styles model, developed in
1987 by Neil Fleming, a high school and university
teacher from New Zealand [11]. Its letters stand for
the three learning styles: visual, auditory, and
kinesthetic. Fleming later added a fourth,
read/write, changing the acronym to VARK [12].
Although learners can use all of these sensory
modes of learning, one mode is often dominant and
preferred. For example, visual learners learn
*Corresponding Author Address: Dr. R. Kavitha, Associate Professor, Department of Pharmacology, Sri Muthukumaran Medical College
& Research Institute, Chennai, Tamilnadu, India; Email: [email protected]
Kavitha et al., World J Pharm Sci 2016; 4(3): 405-410
through seeing drawings, pictures, and other
image-rich teaching tools. Auditory learners learn
by listening to lectures, exploring material through
discussions,
and
talking
through
ideas.
Reading/writing learners learn through interaction
with textual materials, whereas kinesthetic learners
learn through touching and experiences that
emphasize doing, physical involvement, and
manipulation of objects.
Permission in the form of letter was obtained from
the VARK author through the VARK website
beforehand. All the questions were conducted in
English.
All the participants were briefed in detail about the
study and the Participant information sheet also
was given. Informed written consent was obtained
from each participant. The VARK questionnaire
was administered to 145 second-year medical
students during a lecture session for assessing
individual preferences for learning with sensory
domains and then these questionnaires were
collected after 20 minutes. Before the questionnaire
filling, the explanation which was needed was
given to the students. Each question aimed to place
participants in a learning situation. The participants
were permitted to omit a question or to choose two
or more options if appropriate and confidentiality
of responses was ensured by maintaining
anonymity of responders.
Understanding the students preferred modes can
help provide instruction tailored to the student's
individual preference, overcome the predisposition
to treat all students in a similar way, and motivate
teachers to move from their preferred mode(s) to
using others. By adapting the instruction to student
learning preferences and styles, the performance
and outcome of learning of could be improved.
Since the students have significantly different
learning styles, it is the responsibility of the
instructor to address this diversity of learning styles
among students and develop appropriate learning
approaches [13].
Statistical analysis: Data were reported as
percentages of students in each category of learning
style preference. The number of students who
preferred each mode of learning was divided by the
total number of responses to determine the
percentage.
Many studies also have documented the correlation
of learning style and academic success for medical
students. However, few have investigated the
intersection of academic preparedness and
students’ preference for information processing.
Hence the medical educator should understand
students’ learning style preference which is an
important consideration for a standard and effective
teaching and learning process. Therefore we have
designed a descriptive study using the VARK
questionnaire, developed by Fleming [11], was
administered to our second year medical students in
this study for assessing individual preferences for
learning with sensory domains to enhance the
process of learning.
RESULTS
In total (145), 61 students (41%) preferred only one
learning style (single modal) and 84 students
preferred to use multiple learning styles
(multimodal). Of these who preferred only one
style, 21% preferred the kinaesthetic style, 13%
preferred aural style, 6% preferred visual and 1%
preferred Reading and Writing style [Figure-1].
Among the rest, 59% of students’ preferred more
than one style (multi-modal), 18% choose two
modes (bimodal), 17% choose three modes (trimodal), and 24% choose four modes (quad-modal)
[Figure-2].
METHODS
A descriptive study was conducted to assess the
preferred learning style among the medical students
in the department of pharmacology at Sri
Muthukumaran Medical College in 2015. Approval
from our Institutional ethics committee was
obtained. The study was enrolled 145 second year
medical students. The study instrument used was
validated VARK questionnaire (Version 7.8)
developed by Fleming [14]. The VARK
questionnaire, as a learning preference assessment
tool, consists of 16 multiple choice questions, each
having four choices. All choices correspond to the
four sensory modalities which are measured by
VARK (visual, aural/auditory, read/write, and
kinesthetic). The students can select one or more
choices, based on the sensory modalities which are
preferred by them, to take in new information.
Twenty five students (18%) chose two modes of
presentations (Bi-modal), 8 % preferred auditory
and kinesthetic styles (AK), 3 % preferred visual
and kinesthetic styles (VK), 3% preferred
reading/writing and kinesthetic (RK), 2% visual
and reading/writing styles (VR), 1 % (preferred
visual and auditory styles (VA) and 1% preferred
auditory and reading/writing styles (AR). Twenty
four students ( 17%) preferred three modes of
presentations ( Tri- modal), 10% preferred visual,
aural and kinesthetic (VAK) style, 7 % preferred
visual, auditory and kinesthetic (VAK) style, 2.1%
preferred aural, reading/writing and kinesthetic
(ARK) style , 1% preferred visual, reading/writing,
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Kavitha et al., World J Pharm Sci 2016; 4(3): 405-410
kinesthetic (VRK) and 1%
preferred visual,
auditory and reading/writing (VAR) style. Thirty
five students (24%) preferred all the four modes
(visual, aural, reading/writing, and kinesthetic) of
learning styles. (Quad-modal) [Figure-3].
multi-modal learning styles and also significant
gender difference exist revealing that most females
(23%) preferred the read and write technique and
most of males (48%) preferred the kinaesthetic
method [17].
The data analysis has shown that the preferred
learning styles among the second year medical
students were multi-modes of presentation.
In our present study, 41% students preferred to use
single learning style (unimodal). Of these 21%
preferred the kinaesthetic style, 13% preferred
aural style, 6% preferred visual and 1% preferred
Reading and Writing style. Among the rest, 59% of
students’ preferred more than one style (multimodal), 18% choose two modes (bimodal), 17%
choose three modes (tri-modal), and 24% choose
four modes (quad-modal). However, in the present
study, the rates were found to be higher in
kinesthetic style (21%) compared to other single
learning style. It also shown that most of the
students (24%) preferred all the four modes of
presentation (Visual, Aural, Read/Write and
Kinesthetic) supporting the previous studies which
have also shown that preference of most students
was the multi-modal approach (quad modal) to
learning [16-23]. The multi-modal learners prefer
to receive information by using different modes of
presentation. This group of learners will not learn
by using only a single method, for example,
attending lectures. The present study shows that
most students combine different methods of
learning and suggesting that students will learn
effectively if the medical educator provides a
combination of auditory, tactile, kinesthetic, and
read/write activities.
DISCUSSION
Education is a process, the chief goal of which is to
bring about desirable changes in the behaviour of
the learner in the form of acquisition of knowledge,
proficiency of skills, and development of attitudes.
To bring this desirable changes in the learners’
behaviour, teaching learning activities plays a
paramount important role in medical education.
Having a great understanding of learners’
preference mode of presentation, the medical
educator could select the appropriate teaching
method which could enhance the teaching learning
process in a better way. Educators, Fleming and
Mills (1992) defined four modes of learning and
these are; Visual, Auditory, Read/write and
Kinaesthetic learners. The visual learners are those
who typically learn through what they are able to
see with their eyes. The auditory (aural) learners
are very good listeners. The read/write prefer
printed words and texts while the kinaesthetic
learners are tactile learners who learn best through
moving, acting, touching and doing. Determining
the preferred learning styles of students using
VARK questionnaire could increase the
effectiveness of teaching and learning process. It
also help the educators to move from her/his
learning style to the preference of students’
learning styles, thereby learning outcome would be
enhanced. Further it creates the self-awareness of
own learning styles of each learner leading to
choose appropriate study methods.
Thus the present study proposes that active learning
strategies with multi-modal approach are more
recommendable for the medical students. They
include discussions in classes, collaborating
learning skills, playing roles, simulating, models,
struggles and games. They also plays a major part
in making problem solving improvements, as well
as development of decision- making skills. The
need for the active participation of the learner
during the acquisition of skills is become
mandatory for effective learning. Hence, teachinglearning activities should involve the learner
actively for the acquisition of knowledge and skills.
It could be further enhanced by knowing their
preference of learning styles. It can be
recommended that the learning preferences of
medical students should be verified prior to the
start of their academic course by using VARK
questionnaire to find appropriate teaching learning
method which helps in achieving the educational
goals.
Medical students change their preferred way of
learning: they evolve from an abstract-reflexive
style to an abstract-active one. This change might
represent an adaptation to the curriculum, which
evolves from a lecture-based teacher-centered to a
problem-based student–centered model [1]. A
study was shown that the preferred learning styles
of medical students were aural and reading/writing
[10]. Students from these distinct matriculant pools
were found to have significant differences in
multimodal, visual and kinaesthetic learning style
using two types (Pelley’s modified MBTI
questionnaire & The VARK learning style
questionnaire) of learning style questionnaire as a
part of self-awareness training [15]. Another study
was shown that most students (91.5%) preferred
Limitations: This study had some potential
limitations that may have affected the results. It
was limited to a single medical institute and it had
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Kavitha et al., World J Pharm Sci 2016; 4(3): 405-410
a limited sample size. It was unlikely that the
results of statistical analysis were attributed to
chance, but this did not necessarily imply that they
were valid outside this university or that they could
be generalized to other settings.
that providing a combination of auditory, tactile,
kinesthetic, and read/write activities which will
help the students to learn effectively.
ACKNOWLEDGEMENTS
Authors are grateful to our Dean Dr. V. S. Dorairaj
for his consistent support and to Dr. Neil Fleming
for his valuable guidance. We would also like to
extend our gratitude to the students who
participated in this study and completed the
questionnaires. We thank our department of
pharmacology staff members for facilitating our
work.
CONCLUSION
The preferred learning styles of medical students in
the present study were multi-modal approach.
According to results of this study, regarding
different types of learning styles, it is suggested
Figure 1: Percentage of Uni-modal learners by VARK questionnaire
Figure 2: Percentage of Uni-modal and Multi-modal learners by VARK questionnaire
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Kavitha et al., World J Pharm Sci 2016; 4(3): 405-410
Figure 3: Percentage of combination of various modes of learners by VARK questionnaire
Legend:
V: Visual
A: Aural
R: Read/Write
K: Kinaesthetic
VA: Visual & Aural
VR: Visual & Read/Write
VK: Visual & Kinaesthetic
AR: Aural & Read/Write
AK: Aural & Kinaesthetic
RK: Read/Write & Kinaesthetic
VAR: Visual, Aural & Read/Write
VAK: Visual, Aural & Kinaesthetic
VRK: Visual, Read/Write & Kinaesthetic
ARK: Aural, Read/Write & Kinaesthetic
VARK: Visual, Aural, Read/Write & Kinaes-thetic
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