Learning Style Inventory Research Articles

Differences in medical student performance on examinations: exploring score variance between Kolb's Learning Style Inventory classifications

BackgroundKolb’s Cycle of Learning Theory acts as a foundational framework for the evolution of knowledge gained by learners throughout their education. Through Kolb’s cycle of experiential learning, one’s preferred way of learning could impact academic achievement in the pre-clinical years of medical education.MethodsThe medical student classes of 2020 and 2021 at a public university in the southeastern U.S. were invited to complete Kolb’s Learning Style Inventory (LSI). For those participants completing the LSI, examination results for their pre-clinical blocks were obtained and matched to the LSI results. Examination scores (locally-developed examinations and customized National Board of Medical Examiners (NBME) final examinations) were compared by LSI classification for each examination using Kruskal-Wallis Test.ResultsOut of 360 possible participants, 314 (87.2%) completed the Learning Style Inventory. Convergers and Assimilators made up 84.1% [Convergers (n = 177, 56.4%), Assimilators (n = 87, 27.7%)]. Accommodators (n = 25, 7.9%) and Divergers (n = 25, 7.9%) made up the remaining sample. Accomodators’ scores were significantly lower on locally-developed examinations in Principles of Medicine, Hematology, and Gastrointestinal System. The only NBME examination that demonstrated a significant difference across learning styles was from the Cardiovascular block.ConclusionsUpon reviewing Kolb’s LSI, our study indicated that performance on the customized NBME examinations minimized the variance in performance compared to locally-developed examinations. The lack of variance across learning styles for all but one NBME final examination appears to provide a more equitable assessment strategy.

A comparison on the learning styles of chemistry students and chemistry education students in universities in Turkey

The aim of the study is to compare learning styles of students in the department of chemistry education in education faculties and learning styles of students in the department of chemistry in faculties of science or faculties of arts and sciences in Turkey. The study group of the study is comprised of 1291 undergraduate students in total from the chemistry departments in eight universities and from Chemistry Education departments in 5 universities located in different geographical regions in Turkey. Data was obtained using Kolb Learning Style Inventory. When the entire study group is considered, it is observed that chemistry undergraduate students have diverging learning style as the dominant and that the assimilating learning style as the second among their learning style preferences. It is concluded that chemistry students have assimilating learning style while chemistry education students have diverging learning style as the dominant one according to the departments.

Impact of preferred learning style on personal resilience strategies among pharmacy students during the COVID-19 pandemic

Introduction: Using COVID-19 as the context, this study explored how differences in individual learning styles impacted personal resilience strategies among pharmacy students. This is a uniquely stressful period of time for many learners; pharmacy education has shifted predominantly to novel online forms of teaching, learning, and assessment, and traditional psycho-social support became difficult to access due to lock-down and quarantine requirements. Methods: Data were gathered throughout May and June 2020 via participant-observer, semi-structured interviews. Data analysis was performed using deductive analysis techniques, based on existing themes in resilience research. Results: A total of 21 pharmacy students were interviewed, the majority of whom had ‘Assimilator’ or ‘Converger’ dominant learning styles as classified by Austin’s Pharmacists’ Inventory of Learning Styles (PILS). Assimilators had a stronger sense of professional identity, practiced positive psychology, and utilised journaling as resilience strategies more frequently than Convergers. Convergers were found to be more self-efficacious and adaptable than Assimilators. Conclusions: Rather than providing ‘one-size-fits-all’ advice and programming to pharmacy students, there may be potential to improve resilience by incorporating tailored and specific strategies based on the dominant learning style of each individual student.

Piyano Eğitiminde Öğrenme Stilleri ve 5E Modeline Yönelik Etkinliklerin Başarı ve Kalıcılığa Etkisi

Bu araştırmada Piyano eğitiminde 5E modeli ve öğrenme stillerine dayalı etkinliklerin öğrencilerin başarı ve kalıcılığa etkisi incelenmiştir. Araştırmada nicel yöntemlerden Kontrol gruplu Öntest-Sontest Modeli kullanılmıştır. Araştırma verilerinin toplanmasında Piyano Dersi Başarı Testi ve Kolb Öğrenme Stilleri Envanteri kullanılmıştır. Araştırma verilerinin analiziyle aşağıdaki bulgu ve sonuçlara ulaşılmıştır. Yapılandırmacı 5e modeli ve öğrenme stillerine göre öğretim yapılan deney grubu ile geleneksel öğretim metodu uygulanan kontrol grubunun piyano dersi sontest, kalıcılık ve piyano çalma becerisi puanları arasında anlamlı bir fark vardır. Deney grubundaki öğrenciler anlamlı düzeyde yüksek piyano dersi başarısı, piyano çalma becerisi ve öğrenme kalıcılığı elde etmişlerdir. 5E modeli ve öğrenme stillerine dayalı öğretim etkinliklerini bir arada uygulayan öğrenciler sistematik bir yaklaşımla kendi öğrenme süreçlerine göre etkinlikleri aktif olarak yapılandırmışlar, aşamalı bir şekilde görsel, işitsel ve kinestetik aktiviteler gerçekleştirmişler ve kubaşık stratejinin deneysel işleminde kendi öğrenme süreçlerini sorgulamışlardır. Bu bütüncül yaklaşım 5E modeli ve öğrenme stillerine dayalı öğretimin uygulamasının piyano dersi başarısı üzerinde yüksek etki oluşturmasına yol açmıştır. Yapılandırmacı ve öğrenme stillerine dayalı piyano eğitiminde her bir öğrencinin tercih, ilgi, ihtiyaç, öğrenme yaşantıları ve bireysel farklılıkları dikkate alınarak, öğretim yöntemleri, öğrenme ortamı, ölçme-değerlendirme teknikleri düzenlenmiştir. Bu anlayış çerçevesinde piyano dersinin düzenlenen öğrenme ortamlarında, öğrenciler aktif bir şekilde öğrenme sürecinde sorumluluk almışlar, kendi öğrenme stillerini uygulayarak dersin kazanımlarını elde etmeye çalışmışlardır. Tüm bunlar piyano dersinde yüksek başarıyı, kalıcılığı ve olumlu yönde duyuşsal öğrenme ürünlerini ortaya çıkarmıştır.

Membangun Sistem Model Learning Style Inventory Untuk Pencapaian Prestasi Belajar Mahasiswa Program E-Learning

In improving the quality of education by teaching, it is the thing that has the greatest effectiveness. Because of a good and appropriate teaching method, it is likely to increase the absorption of knowledge for students, so that the quality of knowledge from students increases. There are several ways to improve the quality of teaching, one of which is to know the learning styles of these students. Methods to determine learning styles such as Visual Auditorial Kinesthetic (VAK), Learning Style Inventory, Myers-Briggs Type Indicator (MBTI) and others, but in this study using the Learning Style Inventory (LSI) introduced by David Kolb. To see the Learning Style of each student, an online questionnaire was held. Respondents in this study were online students of the Mohammad Husni Thamrin University Informatics Engineering Study Program with 50 students as respondents. By using the Linear Regression model, it shows a significance value of 0.02 which is less than 5%, so the analysis can be continued. On the other hand, the results are based on the value of R Square, which is 0.099 or 0.1, where it is the Coefficient of Determination or it can be interpreted that the LSI Value Variable has the ability to influence 10% of the Student Value Variable.

Effects of Differential Approach on Motivation and Performance of Diverse Learners at Secondary Level in Punjab

The present study determines the impact of differentiated instructional strategy on motivation and performance of diverse learners at the secondary level in terms of socioeconomic backgrounds, abilities & learning styles. The study was experimental, and the design of the study was Pre-test, Post-test control group. For this purpose, 70 students of class IX were selected randomly out of 175 students at Government Girls High School who were selected from District Rawalpindi. Two heterogeneous groups having an equal number of students were made. The students in the control group were taught by a conventional approach whereas differential technique was applied in the experimental group. For data collection, two instruments "Learning Style Inventory" by Brett Bixler (1998) and Academic Motivation Scale (AMS) by Valleranad (1992) were adopted by the researcher. Learning Style Inventory was used to know the learning style of the students and AMS was administered to measure the motivational level of the diverse learners. The Alpha reliability coefficient was .82 for learning style Inventory and .88 for AMS. Data were analyzed on SPSS by applying means, standard deviation, t-test, and multiple linear regressions. The study showed that there were statistically non- significant differences between the pre-test and post-test on motivation of the control group. However, there were statistically significant differences between the pre-test and post-test on motivation and academic achievement of the experimental group. It was recommended that the use of differentiated instruction by the teacher be adopted for increasing motivation and improving academic scores of diverse learners at the secondary level.

Formato Aula-Taller en primaria. Incidencia en la motivación y logros de aprendizaje de los estudiantes

La mejora de la calidad educativa ha sido uno de los aspectos sobre los cuales la comunidad académica uruguaya ha puesto sus mayores esfuerzos. Sin embargo, los resultados de aprendizaje obtenidos por los estudiantes no están en relación con los esfuerzos realizados. La escuela tradicional no da hoy respuestas a las demandas de los alumnos, quienes no encuentran motivación en las aulas. El objetivo de esta investigación es analizar la influencia del formato Taller en la motivación y en la mejora de los logros de aprendizaje de los estudiantes de nivel primario. Se puso en práctica una metodología mixta con un enfoque secuencial comparativo sobre una población de 172 alumnos de 4.° a 6.° grado, en una franja etaria de entre 10 y 14 años en dos escuelas de Paysandú (Uruguay). Se optó por un diseño cuasi-experimental con grupo control con metodologías pedagógicas tradicionales y otro experimental con la innovación de Talleres. Dos tests fueron aplicados a los estudiantes: el Diagnóstico Integral de Estudio (DIE I) y el Inventario de Estilos de Aprendizaje (ILS) y a los docentes, por su parte, el Cuestionario de Dilemas sobre la Enseñanza y el Aprendizaje y un análisis de documentos impresos. Concluimos que la participación activa del niño como sujeto de su aprendizaje en escenarios lúdicos mejora la actitud ante el estudio, motiva y ayuda a comenzar el proceso de autorregulación y optimiza el rendimiento escolar. Por lo antedicho se visibiliza la necesidad de modificar formatos escolares tradicionales. El formato se presenta como una experiencia que trasciende el modelo lineal, que organiza el tiempo y el espacio en forma universal y que promueve el encuentro y el intercambio de saberes. El nuevo formato impacta también en los docentes, quienes deben organizar su propuesta didáctica con una configuración más creativa para atender las necesidades reales de sus alumnos.

Learning styles of millennial students at a pharmacy school in the Philippines

Background: The millennial generation already composes the majority of populations across different pharmacy schools in the Philippines. The need to explore millennial students’ learning styles and its governing factors thereby become more valuable in changing and innovating instructional approaches, designs, and strategies used in their learning environment. Aims: This study aimed to generally describe the learning styles of the millennial pharmacy students from a college institution in the Philippines using the Vermunt’s Inventory of Learning Styles (ILS). Specifically, it aimed to determine the appropriate approaches in response to the students’ learning styles, and the relationship between and among the variables of the study. Method: A quasi- experimental research design was employed in this study using online survey as the method of data collection. Descriptive statistical analysis was employed to analyse the data using Microsoft Office Excel 2013 and IBM Statistical Package for Social Sciences Statistics. Pearson’s correlation coefficient investigated the relationship between and among the independent and dependent variables, while t-test and one-way ANOVA tested for significant difference among groups. Results: There were 124 out of 168 students who participated in the study making the overall response rate at ~74%. The most prevalent learning style among the millennial pharmacy students enrolled in De La Salle Medical and Health Sciences Institute, College of Pharmacy is application- directed (3.85±0.46), followed by reproduction-directed (3.81±0.45), undirected (3.73±0.49) and lastly meaning-directed (3.52±0.54). The students’ perceived grades were significantly reflected by their learning styles. Conclusion: Results of this study may be used in increased capitalising and development of the learning style profile of millennial pharmacy students to application-directed approaches. Instructional approaches, designs and strategies must cater to how students learn effectively and strategically, and consider all possible governing factors that affect learning styles of students.

Motivation of University Students Towards the Use of Information and Communication Technologies and Their Relation to Learning Styles

Motivation can influence the success of the teaching-learning process. The use of Information and Communication Technology (ICT) in Education is becoming more and more frequent. In fact, its presence is very engaging and may improve learning. This study is aimed at analysing the relation between university students' intrinsic motivation and their learning styles, where variables such as gender and the universities at which they study can be essential. For that purpose, the answers provided in both the IMI (Intrinsic Motivation Inventory) questionnaire and the Felder and Silverman's Learning Style Inventory by a sample of 272 students from two different universities have been taken into account. The two questionnaires were completed online, allowing access from any device with an internet connection. Once the data obtained was analysed, a high correlation among the six dimensions of the motivation questionnaire was observed. Said correlation does not apply to Felder and Silverman's test, where there is little correspondence among the eight styles in the inventory. A clear relation between two learning styles (Visual and Reflective) and intrinsic motivation is also noted. It should be highlighted that on examination of the variables corresponding to the university where student study and the latter’s gender were examined, certain differences appeared, such as the prevalence of some learning styles in male participants.

Personality preferences for radiation therapy students in New Zealand

IntroductionThis study investigated the learning styles and personality preferences of undergraduate Bachelor of Radiation Therapy (BRT) students at the University of Otago, Wellington in New Zealand from 2014 to 2018. The implications of these findings for radiation therapy education and the profession were also explored. MethodsAll students enrolled in the first year of the BRT degree during this time were invited to participate in the research. The test tool was the Paragon Learning Style Inventory (PLSI), which is a standardised questionnaire adapted from the Myers Briggs Type Indicator (MBTI). All students who participated in the workshops consented for their data to be used for this project. ResultsThe BRT student participants (n = 130) were more likely to have a preference for Introversion and/or Judging in their personality and learning style profiles, relative to the population norms. No statistically significant preferences were present in the Thinking/Feeling, or Sensing/Intuition dichotomies relative to the norms given with respect to published MBTI data. ConclusionThe study has indicated that the students currently studying radiation therapy at the University of Otago exhibit learning style and personality preferences that are well suited to radiation therapy clinical practice. However, some deficits could compromise a balanced professional profile, teamwork and future professional development. Implications for practiceRT students are likely to show particular characteristics when stressed, anxious or fatigued that may compromise classroom and clinical dynamics. The integration of peer group supervision to the BRT has the potential to help students reflect on their feelings, develop solutions and improve their clinical practice.

An Analysis of the Relationship between Students’ Scientific Attitude and Students’ Learning Style in Junior High School

The objectives of this study were to profile the relationship of scientific attitude level and learning style preference among junior high school students in Bandung. This study utilized a survey research design with a total sample size of 110 students. A scientific attitude questionnaire and a visual, auditory, and kinesthetic (VAK) learning style inventory were administered in this study. The questionnaire measures five aspects of scientific attitude, specifically rationality, curiosity, open-mindedness, aversion to superstition, and objectivity. The VAK learning style inventory evaluates the preferred means of receiving sensory information. The scientific attitude questionnaire provided consistent results, as indicated by its reliability coefficient (0.896). The results show that junior high school students have an average level of scientific attitude and generally prefer a kinesthetic learning style. There was a medium relationship between scientific attitude and learning style among the students (Cramer’s V coefficient = 0.239). It is concluded that learning style must be considered in implementing a science lesson, especially in the Indonesian context.

The relationship between entrepreneurial experience and preferred learning styles

PurposeEntrepreneurship is a process of learning. The entrepreneurial learning process incorporates a cumulative series of multifaceted entrepreneurial experiences, which generally involve the development of new insights and behaviours. This study aimed to determine whether entrepreneurial experience has an influence on the preferred learning styles of students. The study also investigated the appropriateness of the Reduced Kolb Learning Style Inventory as a measuring instrument.Design/methodology/approachThe study was conducted on 586 male and 690 female students from South Africa (n = 1042) and Norway (n = 244). The Reduced Kolb Learning Style Inventory, making use of principal correspondence analysis, was used to determine the preferred learning styles, while the students' level of entrepreneurial experience was captured by items addressing prior entrepreneurial experience.FindingsThe analysis revealed a simpler measure of students' preferred learning styles, comprising a total of 12 items with three items per learning style. The study revealed that the preferred learning style was more important for students who had entrepreneurial experience than for those with less entrepreneurial experience. If students with entrepreneurial experience have stronger concerns for how they learn, it contributes to the understanding of the content of entrepreneurial learning.Originality/valueA modified Reduced Kolb Learning Style Inventory resulted in a concise instrument measuring students' preferred learning style in adherence to Kolb's work and evidenced its usefulness. This study contributes to a field that has been under-researched, related to the association between students' past and current entrepreneurial experience and their learning style preference, and aims to bridge the two research fields. This research explores these links and points to how these insights could inform entrepreneurship education.

Assessing learning styles of undergraduate logistics students using Kolb's learning style inventory: A cross-sectional survey

Understanding students’ learning styles and adapting instructional strategies to the variety of student learning styles are determinants for effective learning and enhance learning performance. Using Kolb’s learning style inventory (LSI) and demographic questions, this study assesses the learning styles of undergraduate logistics university students by identifying their dominant learning style and by exploring whether students’ demographic factors influence their learning styles. To this end, a cross-sectional survey involving 429 undergraduate logistics university students in South Africa was conducted. The results show that accommodating learning style as the most predominant learning style among undergraduate logistics university students, followed by students with assimilating learning style. The combined proportion of these two groups of students represents more than two-thirds of the sampled population. The study’s findings show that gender and learning styles were significantly related. While the majority of male logistics students displayed the diverging learning style, their female counterparts exhibited the converging learning style. On the other hand, learning styles and age group; learning styles and type of high school attended; and learning styles and nationality were found not to be related. This study has implications for practice and extends the literature on learning styles and demographic factors in the unexplored logistics discipline.

Students’ learning patterns and learning spaces in higher education: an empirical investigation in China

ABSTRACT Learning spaces in higher education are changing in crucial and myriad ways. It is important to know how learning spaces are associated with learning in order to provide students with the most appropriate spaces to learn. This study investigates the relationship between students’ learning patterns and learning spaces in higher education through empirical work. It was divided into two phases – firstly, it selected two contrasting learning spaces in a Chinese university and used an adapted Inventory of Learning Styles (ILS) to compare how students went about their learning differently within the spaces. In the second stage, students were recruited to participate in focus group interviews, in which they were asked about their learning experiences of, and attitudes towards, the spaces. Quantitative and qualitative data were combined and analysed in order to identify patterns of covariation that related to features of students’ learning patterns and preferences for learning spaces. The findings revealed that students with features of a typical application-directed learning pattern preferred flexible, innovative learning spaces; students who showed characteristics of a reproductive learning pattern considered traditional, didactic learning spaces as desirable or necessary; and students who adopted more strategies of a meaning-directed learning pattern placed less emphasis on the importance of space as they tended to choose different types of learning space according to their own learning needs. Implications for further research and practice of learning spaces in higher education, as well as the generalisability of the findings, are discussed.

Future teachers’ mathematics cognitive failures and their learning styles

<p>This study investigated the disparities in the mathematics cognitive failures of future mathematics teachers based on learning style inclination. As a descriptive survey study, the sample included 480 future mathematics teachers from four universities in south-west Nigeria. Two research questions were involved and two instruments were used for the collection of quantitative data for the study: Learning Style Inventory (LSI, Cronbach alpha coefficient=0.74) and the Mathematics Cognitive Failures Questionnaire (MCFQ, Cronbach alpha coefficient=0.89). The collected data were analyzed using one-way Analysis of Variance (ANOVA), frequency, and percentage. Results showed that future mathematics teachers in varying degrees preferred the four learning styles of convergers, divergers, accommodators, and assimilators. In addition, there was a statistically significant influence of learning style on future teachers’ mathematics cognitive failures. Thus, there were meaningful disparities in mathematics cognitive failures between accommodators and the other three types of future teachers: divergers, convergers, and assimilators. The disparity was in support of the accommodators. Succinctly, the accommodators pooled the greatest mathematics cognitive failures while the divergers recorded the least mathematics cognitive failures. In line with these study findings, it is advised that strategies that could reduce future teachers’ mathematics cognitive failures and close the gaps created by learning styles should be enacted to promote their success in mathematics learning.</p>

A Pilot Cross-Discipline Evidence-Based Palliative Care Curriculum for Postgraduate Medical Trainees

IntroductionIt is widely recognized that physicians of all backgrounds benefit from having a general palliative care skill set to optimally manage their patients at the end of life. However, strategies to teach palliative care skills to trainees outside palliative medicine vary widely. In this report, we provide an evidence-based and cross-disciplinary palliative care framework applicable to a spectrum of specialty training environments and intended for nonpalliative care trainees. InnovationWe developed and implemented a concise, multimodal, and evidence-based pilot palliative care curriculum focused on essential general palliative care skills required by physicians providing patient care along the continuum of life across specializations. A needs assessment (local research, literature review, and consensus expert opinion) in combination with learner characteristics (Kolb Learning Style Inventory, Palliative Medicine Comfort and Confidence Survey, and knowledge pretest) informed the development of a curricular outline. The first iteration of the curriculum was formulated and delivered. Extensive evaluation, reassessment, and feedback led to a second iteration, which is presented here. OutcomesAlthough the context will differ according to specialization, there are essential palliative care skills required of most specialist physicians. General palliative themes identified for focus include symptom management, communication, psychosocial aspects of care, care coordination and access, and myths and pitfalls in palliative care. CommentSpecialty trainees' value embedded training in essential themes in palliative care within the context of their training program. The process and results of this project, including the provision of a framework, may be applied to postgraduate training programs in various specialties.

Learning Styles of Indonesian EFL Students: Culture and Learning

This paper discussed learning style preferences of the first year students at English Study Program Universitas Brawijaya Malang. Barsch Learning Styles Inventory (BLSI) was used as the instrument for 73 respondents. The results showed that the majority of respondents (61.7%) prefer visual mode, 24.6% were auditory learners, 5.5% of them were kinesthetic, and the other 8.2% were bimodal learners who combine visual and auditory modes in learning English. Understanding the styles of learning can be very useful for the students to learn in the way they learn best through the activities that enable them to understand the material easier, so it can improve their motivation and language abilities, enjoy the learning process, decrease stress, and eventually get better achievement.

Evidence for a Common Multi-Modal Learning Style in Young Adults? A Psychometric Investigation of Two Modality-Specific Learning Style Inventories

A well-known hypothesis amongst educators and the general public is that matching instructional method with an individual’s modality-specific learning style improves learning. Several critical reports in the past decade, however, have shown that the psychometric properties of the inventories applied to establish learning styles have been poorly validated. Furthermore, theoretical development has challenged the theoretical basis for the modality-specific learning style model. Thus, the aim of the current study was to examine the psychometric properties and relationship between, two learning style inventories: the Barsch Learning Style Inventory and the Learning Style Survey. University students (n = 242) completed the two inventories, and their responses were subjected to confirmatory and exploratory factor analysis, as well as analysis of inter-item agreement (internal consistency). The results failed to support the expected three-factor measurement model and thus indicated questionable reliability and factorial validity of the two inventories. Analysis of inter-correlations between factors from the two inventories resulted in a one-factor solution explaining up to 40% of the variance, which is discussed as emerging through an overall multimodal learning style.

Learning Styles of Indonesian EFL Students: Culture and Learning

Learners’ success in language learning is affected by many factors, including age, aptitude, and intelligence, cognitive style, attitudes, motivation, and personality. Besides, learning strategies and learning styles also help to succeed in language learning. This paper discusses the learning style preferences of the first-year students at English Department Universitas Brawijaya Malang, Indonesia. There were two problems that attempted to be answered; first, what are the learning styles used by the students, and second, how influential is culture to the students’ learning. Barsch Learning Styles Inventory (BLSI) was employed as an instrument for 73 respondents. The results showed that more than 50% of respondents prefer visual mode, and the remaining were auditory learners, kinesthetic, and bimodal learners who combine visual and auditory modes in learning English. This might be affected by the culture of Indonesian learners that, in general, are accustomed to listening and reading instead of giving spaces to practice knowledge. Understanding the styles of learning can be very useful for the students to learn in the way they learn best through the activities. It will enable them to understand the course contents more comfortably so it can improve their motivation and language abilities, enjoy the learning process, decrease stress, and eventually get better achievement.

An Alternative Method for Anatomy Training: Immersive Virtual Reality.

The aim of this study was to investigate the effect of immersive three-dimensional (3D) interactive virtual reality (VR) on anatomy training in undergraduate physical therapy students. A total of 72 students were included in the study. The students were randomized into control (n=36) and VR (n=36) group according to the Kolb Learning Style Inventory, sex, and Purdue Spatial Visualization Test Rotations (PSVT-R). Each student completed a pre-intervention and post-intervention test, consisting of 15 multiple-choice questions. There was no significant difference between the two groups in terms of age, sex, Kolb Learning Style Inventory distribution, and the PSVT-R (P>0.05). The post-test scores were significantly higher compared to pre-test scores in both the VR group (P<0.001) and the control group (P<0.001). The difference between the pre-test and post-test results was found to be significantly higher in favor of the VR group (P<0.001). In this study, anatomy training with a 3D immersive VR system was found to be beneficial. These results suggest that VR systems can be used as an alternative method to the conventional anatomy training approach for health students.