Using VARK Approach for Assessing Preferred Learning Styles of First Year Medical Sciences Students: A Survey from Iran

The Reliability and Medical Students' Appreciation of Certainty-Based Marking

Certainty-Based Marking (CBM) involves asking students not only the answer to an objective question, but also how certain they are that their answer is correct. In a mixed method design employing an embedded approach with a quasi-experimental design, we have examined the use of CBM during a 5-week Gynaecology and Obstetrics course. The study was conducted as a non-mandatory revision exam with two additional questionnaires on Moodle. Majority of students perceive CBM as fair (78%) and useful (94%). Most students would immediately want CBM to be used for revision exams, but more practice would be needed for CBM to be used in graded exams. The lowest self-evaluation of knowledge was mostly seen by worst (less than 70% Accuracy) and best achievers (more than 90% Accuracy); the worst achievers probably have knowledge gaps, and the best achievers probably correctly guessed at least one question. Our findings conclude that CBM does not discriminate any learner type (p = 0.932) and does not change the general distribution of the exam scores, since there is no significant differences between Certainty-Based Score (M = 80.4%, SD = 10.4%) and Accuracy (M = 79.8%, SD = 11.1%); t(176) = 0.8327, p = 0.4061. These findings are widely applicable, as learner type study models are used extensively in education. In the future, larger samples should be studied and the implementation of CBM on question types other than MCQ should be investigated.

One-month long foundation course for newly joined Indian medical undergraduates: Faculty and students' perspective

Background

A one-month long foundation course has been introduced at the entry-level for first-year MBBS (Bachelor of Medicine and Bachelor of Surgery) students in the medical institutions across India from 2019. Therefore, the present study is aimed at describing the experience of implementing a one-month long foundation course conducted for the Competency-based Undergraduate Medical Curriculum (CBUC) of Indian Medical Graduate as per the guidelines from the National Medical Commission (NMC) (erstwhile Medical Council of India, MCI). We have evaluated the student and faculty perceptions towards the effectiveness of the program.

Methods

The foundation course had six modules Orientation, Skills, Field visit to Community Health Centre, Professional Development including Ethics, Sports and Extracurricular activities, Computer Skills, and Language enhancement program. Regular feedback wascollected from students (N = 250) and teachers (N = 26) involved in the Foundation course using a semi-structured questionnaire. The program's overall feedback was also obtained at the end of the course, using a validated questionnaire. The quantitative findings were expressed in frequency and percentage. The qualitative observations (reflections of students and faculty) were subjected to thematic.

Results

The students and faculty appreciated the one-month long foundation course. The course's defined objectives were met as indicated by most students (98.4%) and faculty (75%). The course seemed to be useful for students to embark on a formal MBBS curriculum. It also exposed them to new knowledge and practices, as indicated by the feedback. Thematic analysis of the students' and faculty's reflections was carried out and two themes were identified, i.e., 'strengths' and 'challenges.' The Foundation Course Committee will work out appropriate remedial measures to overcome the challenges in the future sessions for subsequent batches.

Conclusions

The one-month-long foundation course was found to be beneficial for newly joined students to get introduced and adjusted to higher education systems' demands. Also, the challenges faced during the program needs to be addressed with suitable remedial measures while implementing for subsequent batches. This effort will ensure a smooth conduct of the foundation course for the future batches of medical undergraduates and make the program more effective.

Are adverse events in newly trained home dialysis patients related to learning styles? A single-centre retrospective study from Toronto, Canada

OBJECTIVES

Home haemodialysis (HD) and peritoneal dialysis (PD) have seen growth in utilisation around the globe over the last few years. However, home dialysis, with its attendant technical complexity and risk of adverse events continues to pose challenges for wider adoption. We examined whether differences in patients' learning styles are associated with differing risk of adverse events in both home HD and PD patients.

DESIGN

Retrospective cohort study.

SETTING

Tertiary care hospital in Toronto, Ontario, Canada.

PARTICIPANTS

One hundred and eighteen prevalent adult (≥18 years) home dialysis patients (40 PD and 78 home HD) were enrolled. Patients on home dialysis for less than 6 months or receiving home nursing assistance for dialysis were excluded from the study.

INTERVENTIONS

Enrolled patients completed (VARK) Visual, Aural, Reading-writing and Kinesthetic questionnaires to determine learning styles.

PRIMARY AND SECONDARY OUTCOME MEASURES

Home HD and PD adverse events were identified within 6 months of completing home dialysis training. Event rates were then stratified and compared according to learning styles.

RESULTS

Thirty patients had a total of 53 adverse events. We used logistic regression analysis to determine unadjusted and adjusted ORs for a single adverse event. Non-visual learners were 4.35 times more likely to have an adverse event (p=0.001). After adjusting for age, gender, dialysis modality, training duration, dialysis vintage, prior renal replacement therapy, visual impairment, education and literacy, an adverse event was still four times more likely among non-visual learners compared to visual learners (p=0.008). A subgroup analysis of home HD patients showed adverse events were more likely among non-visual learners (OR 11.1; p=0.003), whereas PD patients showed a trend for more adverse events in non-visual learners (OR: 1.60; p=0.694).

CONCLUSIONS

Different learning styles in home dialysis patients exist. Visual learning styles are associated with fewer adverse events in home dialysis patients within the first 6 months of completing training. Individualisation of home dialysis training by learning style is warranted.

Are There Gender-Dependent Study Habits of Medical Students in Times of the World Wide Web?

This study evaluates how medical students rate the different types of teaching materials and methods available as well as possible gender-specific differences in the use of such materials. In this descriptive, cross-sectional study a questionnaire with short, one-dimensional questions with a 4-step Likert scale was developed by a presurvey within 493 students (4th year) at a University Medical School (January-December 2015). The anonymous survey was performed from July 2016 to February 2017 with 252 students within an orthopaedic surgery course at University Medical School. After exclusion of (1) nonnative speakers and (2) incomplete forms, 233 samples were included. Practical education was regarded as the most important (n=160/68.7%) teaching method followed by Internet research (n=147/63.1%) as the most important teaching material, while traditional frontal teaching (n=19/8.2%) and e-books (n=11/4.7%) ranked last. The evaluation of gender-specific differences in the use of teaching materials showed that female students prefer to highlight text (p<0.0001) as well as a trend to Internet research (p=0.053) and small-group teaching (p=0.057). Despite some gender-specific differences, traditional learning methods retain their importance besides new learning possibilities such as Internet research.

Does learning style preferences influence academic performance among dental students in Isfahan, Iran?

PURPOSE

The present study aimed to identify the learning preferences of dental students and to characterize their relationship with academic performance at a dental school in Isfahan, Iran.

METHODS

This cross-sectional descriptive study included 200 undergraduate dental students from October to November 2016. Data were collected using a 2-part questionnaire. The first part included demographic data, and the second part was a Persian-language version of the visual, aural, read/write, and kinesthetic questionnaire. Data analysis was conducted with the chi-square test, 1-way analysis of variance, and multiple linear regression.

RESULTS

The response rate was 86.6%. Approximately half of the students (51.5%) had multimodal learning preferences. Among the unimodal group (48.5%), the most common mode was aural (24.0%), followed by kinesthetic (15.5%), reading-writing (8.0%), and visual (1.0%). There was a significant association between academic performance and the reading/writing learning style preference (P< 0.01).

CONCLUSION

Multimodal learning styles were the most preferred. Among single-mode learning styles, the aural style was most common, followed by the kinesthetic style. Students with a reading/writing preference had better academic performance. The results of this study provide useful information for preparing a more problem-based curriculum with active learning strategies.

The Learning Preferences among Nursing Students in the King Saud University in Saudi Arabia: A Cross-Sectional Survey

Objective

The present study aimed to identify the most common learning preferences among the nursing students in Saudi Arabia and to investigate the associations of certain demographic variables with the learning preferences.

Methods

All the undergraduate nursing students in the nursing college were requested to participate in this descriptive cross-sectional study. An Arabic version of the Felder-Silverman learning style model (FSLSM) questionnaire was used to examine the learning preferences among undergraduate nursing students.

Results

A total of 56 (43%) completed questionnaires were included in the final analysis. Results of the present study indicate that the most common learning preferences among the nursing students were visual (67.9%), followed by active (50%) and sequential (37.5%) learning preferences. The verbal style was the least common learning preference (3.6%) among the nursing students. There was no association between gender and learning preferences (p > .05).

Conclusion

The present study concluded that the visual, active, and sequential styles are the commonest learning preferences among the nursing students. The nursing educators should emphasize the use of this information in their teaching methods to improve learning skills among the nursing students.

Learning styles, academic achievement, and mental health problems among medical students in Thailand

PURPOSE

This study aimed to investigate the prevalence of various learning styles among medical students and their correlations with academic achievement and mental health problems in these students.

METHODS

This study was conducted among 140 first-year medical students of Chiang Mai University, Thailand in 2014. The participants completed the visual-aural-read/write-kinesthetic (VARK) questionnaire, the results of which can be categorized into 4 modes, corresponding to how many of the 4 types are preferred by a respondent. The 10-item Perceived Stress Scale (PSS-10) and the 21-item Outcome Inventory (OI-21) were also used. The participants' demographic data, grade point average (GPA), and scores of all measurements are presented using simple statistics. Correlation and regression analysis were employed to analyze differences in the scores and to determine the associations among them.

RESULTS

Sixty percent of the participants were female. The mean age was 18.86±0.74 years old. Quadmodal was found to be the most preferred VARK mode (43.6%). Unimodal, bimodal, and trimodal modes were preferred by 35%, 12.9%, and 18.6% of the participants, respectively. Among the strong unimodal learners, visual, aural, read/write, and kinesthetic preferences were reported by 4.3%, 7.1%, 11.4%, and 12.1% of participants, respectively. No difference was observed in the PSS-10, OI-anxiety, OI-depression, and OI-somatization scores according to the VARK modes, although a significant effect was found for OI-interpersonal (F=2.788, P=0.043). Moreover, neither VARK modes nor VARK types were correlated with GPA.

CONCLUSION

The most preferred VARK learning style among medical students was quadmodal. Learning styles were not associated with GPA or mental health problems, except for interpersonal problems.

Relationship between Learning Style and Academic Status of Babol Dental Students

Introduction

Identifying and employing students’ learning styles could play an important role in selecting appropriate teaching methods in order to improve education. The aim of this study was to determine the relationship between the students’ final exam scores and the learning style preferences of dental students at Babol University of Medical Sciences.

Methods

This cross-sectional study was conducted on 88 dental students studying in their fourth, fifth, and sixth years using the visual–aural–reading/writing–kinesthetic (VARK) learning styles’ questionnaire. The data were analyzed with IBM SPSS, version 21, using the chi-squared test and the t-test.

Results

Of the 88 participants who responded to the questionnaire, 87 preferred multimodal learning styles. There was no significant difference between the mean of the final exam scores in students who did and did not prefer the aural learning style (p = 0.86), the reading/writing learning style (p = 0.20), and the kinesthetic learning style (p = 0.32). In addition, there was no significant difference between the scores on the final clinical course among the students who had different preferences for learning style. However, there was a significant difference between the mean of the final exam scores in students with and without visual learning style preference (p = 0.03), with the former having higher mean scores. There was no significant relationship between preferred learning styles and gender (p > 0.05).

Conclusion

The majority of dental students preferred multimodal learning styles, and there was a significant difference between the mean of the final exam scores for students with and without a preference for the visual learning style. In addition, there were no differences in the preferred learning styles between male and female students.

Exploring student preferences with a Q-sort: the development of an individualized renal physiology curriculum

Medical education reform is underway, but the optimal course for change has yet to be seen. While planning for the redesign of a renal physiology course at the Duke School of Medicine, the authors used a Q-sort survey to assess students' attitudes and learning preferences to inform curricular change. The authors invited first-year medical students at the Duke School of Medicine to take a Q-sort survey on the first day of renal physiology. Students prioritized statements related to their understanding of renal physiology, learning preferences, preferred course characteristics, perceived clinical relevance of renal physiology, and interest in nephrology as a career. By-person factor analysis was performed using the centroid method. Three dominant factors were strongly defined by learning preferences: "readers" prefer using notes, a textbook, and avoid lectures; "social-auditory learners" prefer attending lectures, interactivity, and working with peers; and "visual learners" prefer studying images, diagrams, and viewing materials online. A smaller, fourth factor represented a small group of students with a strong predisposition against renal physiology and nephrology. In conclusion, the Q-sort survey identified and then described in detail the dominant viewpoints of our students. Learning style preferences better classified first-year students rather than any of the other domains. A more individualized curriculum would simultaneously cater to the different types of learners in the classroom.