Evaluation of Learning Style for First Year Medical Students

Abstract

BACKGROUND. Many studies 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. This study tested the hypothesis that learning style preference differs among medical students grouped by admission status. It also analyzed markers of academic success and their correlation with various learning styles. METHODS. First year students from six entering classes at one medical school regional campus were grouped into regular and alternate admission pools. All students completed two types of learning style questionnaire as a part of self-awareness training. RESULTS. Students from these distinct matriculant pools were found to have significant differences in multimodal, visual and kinesthetic learning styles. Both groups of medical learners were significantly different from the general population in several key learning characteristics, including sensing and judging dimensions measured using a version of the Myers-Brigs Type Indicator.

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