Abstract
Objective: This study aimed to investigate the learning style preferences of dental students in their first and fifth academic years using the VARK learning style model to identify potential changes over time. Methods: A cross-sectional study was conducted among first- and fifth-year undergraduate dental students at the University of Science and Technology, Aden, Yemen. The Arabic version of the VARK questionnaire, comprising 16 multiple-choice questions, was administered via Google Forms. Results: A total of 86 students participated in the study, with a response rate of 38.1%. Both first- and fifth-year students predominantly preferred unimodal learning styles, with auditory and kinesthetic modalities being the most favored (auditory: 32.5%, kinesthetic: 30.4%). The read/write learning style was the least preferred across all groups. The prevalence of unimodal learning was 99.4% in first-year students and 98.3% in fifth-year students. Multimodal preferences, including bimodal, trimodal, and quadmodal styles, were rare. No significant shifts in learning style preferences were observed between the two academic levels. Conclusion: Dental students exhibit a strong preference for auditory and kinesthetic learning styles, with minimal changes across academic years. These findings emphasize the need for teaching strategies that cater to these preferences to enhance engagement, motivation, and academic performance
Published Version
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