JMIR Publications

ABSTRACT

Background:

Understanding the preferred learning styles among medical students is crucial for optimizing educational strategies in medical schools. Tailoring teaching methods to align with students' preferred learning modalities enhances engagement, improves knowledge retention, and ultimately prepares students more effectively for clinical practice. This study aims to investigate the predominant learning styles among clinical students at Niger-Delta University (NDU) Amassoma, providing valuable insights into how medical education can be tailored to meet diverse learning needs.

Objective:

The objective of this study is to assess the preferred learning styles among clinical students at NDU Amassoma using the VARK inventory. Specifically, the study seeks to identify the prevalence of visual, auditory, read/write, and kinesthetic learning preferences among students. By achieving this objective, the study aims to inform curriculum developers and educators about the predominant learning styles in order to enhance instructional strategies and improve learning outcomes in medical education.

Methods:

A quantitative cross-sectional study design was employed. The study population comprised clinical students in years 4, 5, and 6 at NDU Amassoma. Data were collected using a structured self-administered questionnaire consisting of sociodemographic questions and the VARK inventory version 7.8. Data analysis involved descriptive statistics to summarize demographic characteristics and learning style preferences, as well as inferential statistics to examine associations between variables.

Results:

The study revealed that kinesthetic and auditory learning styles were predominant among clinical students at NDU Amassoma, with a significant proportion of students preferring these modalities. Visual and read/write learning styles were less commonly preferred. Gender and age did not significantly influence learning style preferences among the students.

Conclusions:

Medical students at NDU Amassoma exhibit diverse learning preferences, with kinesthetic and auditory styles being the most dominant. These findings underscore the importance of incorporating varied instructional methods that accommodate different learning styles into the medical curriculum.