Comparison between the Learning Styles of Medical Students in the Preclinical Versus Clinical Years at the Faculty of Medicine Suez Canal University

Mohamed, Sally F.; Fiala, Lamiaa A.; Ghaly, Mona S.

doi:10.21608/scumj.2015.45597

Comparison between the Learning Styles of Medical Students in the Preclinical Versus Clinical Years at the Faculty of Medicine Suez Canal University

Document Type : Original Article

Authors

¹ Department of Medical Education, Faculty of Medicine, Suez Canal University, Egypt

² Department of Public Health, Faculty of Medicine, Suez Canal University, Egypt

³ Department of Physical Medicine, Rheumatology & Rehabilitation, Faculty of Medicine, Suez Canal University, Egypt

10.21608/scumj.2015.45597

Abstract

Background: The Field of learning styles is complex, over 70 different learning style models identified in a recent review. The literature seems to suggest that diagnosing students’ learning styles can be an easy and effective process because students can identify their own learning styles and score higher on tests when they are complimented with a teaching style that matches their learning style. Aim: The aim of this study was to compare the learning styles of the undergraduate medical students in the preclinical versus clinical years at the Faculty of Medicine, Suez Canal University in order to help them to maximize their learning. Materials and Methods: This study is a descriptive cross sectional study. All medical students (from first year to sixth year) during the academic year 2012/2013 were included in the study (total comprehensive sample) then comparison between the learning styles of medical students in the preclinical versus clinical years was done. A self-administered anonymous VARK (Visual, Auditory, Read and write, Kinesthetic) questionnaire was used to identify their learning styles. The questionnaire was translated into Arabic to facilitate its administration. Results: Seven hundred and twenty nine students responded to the questionnaire. T- Test for comparing means of continuous data was used. The results showed that there is a statistically significant difference (p= 0.022) between the learning styles of students in the pre-clinical and clinical years despite those students in both the preclinical and clinical years preferred to use the unimodal learning style. Conclusion: The study concluded that students in the preclinical years have different learning styles than students in the clinical years and that it is important to increase the awareness of both the faculty and students about learning styles and its importance and implications.

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