Assessment of learning style preferences in undergraduate medical students using VARK scale study

Abstract

Background: Learning is complex involving many aspects, teacher playing main role of information provider, teaching-learning methods, strategies, and media and feedback. Different learning styles have been described and investigated. Aim and Objective: This study aims to identify learning style using VARK model in students of I to IV professional year MBBS and to know relationship between learning styles and academic performance. Materials and Methods: A cross-sectional investigation was led in an administration, among all students of MBBS students using VARK survey to know learning style inclinations. The relationship of learning style inclination and scholarly accomplishment was assessed. The mean score for every part was determined and learning style was contrasted and scholarly execution of the first MBBS students. Results: Majority of the students incline toward unimodal style (40.8%), in that most ideally kinesthetic (31.2%), the relationship between preferred learning style and academic accomplishments is not significant. Conclusion: The most favored learning style is unimodal (kinesthetic), but relationship between preferred learning style and academic accomplishments of the students cannot be proved.