Learning Styles Of Medical Students Research Articles

Assessment of Preferred Learning Styles of Medical Students at Wah Medical College Using VARK Questionnaire

Objective: To assess the distribution of different learning styles and modalities among medical students and to identify any underlying association of socio-demographic characteristics of students with their preferred learning styles. Study design and setting: This is a cross-sectional survey which was conducted among medical students of Wah Medical College, Wah Cantt, for a duration of three months i.e. May 15th, 2023 to August 15th, 2023. Methodology: 271 students meeting the inclusion criteria were selected using the convenience sampling technique. Our data collection instrument was a questionnaire which consisted of two portions. The first portion was about the sociodemographic profile of the participants and the second portion consisted of the VARK questionnaire. Data was analysed using SPSS (version 23). The chi-square test was applied to determine the associations. A p-value less than 0.05 was considered significant. Results: A total of 271 students submitted the questionnaire with a mean age of 20 ± 1.7 years. The majority were female (62.4%). Kinesthetic learning was opted by 60.5% of students while quad-modal, tri-modal and bi-modal learning was opted by 35.1%, 33.2% and 31.7% of students respectively. The difference in learning styles used by students of varied clinical exposure was established (p=0.01). Conclusion: The most preferred learning style was kinesthetic and the majority of the students used quad-modal learning. It is also concluded that there is a difference in learning styles used by students in the pre-clinical and clinical years of medical education.

Learning Style Preferences Among Undergraduate Medical Students of Lahore, Pakistan and Factors Related to it

Objectives: The objectives of the study were to assess the learning styles of medical students using the VARK Questionnaire and to study factors related to their learning style preferences. Methods: A descriptive cross-sectional study, using the validated 16-point VARK Questionnaire Version 8.01, was conducted among medical students in Lahore, Pakistan, from May to October 2023. Through non-probability virtual snowball sampling, 360 students from various medical colleges responded to online Google forms distributed via emails and WhatsApp groups. Data were entered, cleaned, and analyzed using Statistical Package for the Social Sciences (SPSS) Version 26. The Chi-square test determined associations between variables, with a significance level set at p < 0.05. Results: The respondents had a mean age of 21.56±1.608. The study revealed that 68.9% preferred a unimodal learning style, with Visual (25%) being the most favored, followed by Read/Write (15.2%), Aural (14%), and Kinesthetic (13.5%).About 65% of respondents were unaware of their learning styles. No statistically significant relationships were found between learning style and gender, clinical year, schooling background, or institute type. However, significant relationships were found with age, academic performance, and preferred teaching methodology (p=0.05, p=0.04, and p=0.007, respectively). Conclusion: The present study highlighted the independence of learning styles from demographics. The identified relationship between learning styles, preferred teaching methodologies, and academic performance emphasizes the significance of this knowledge for medical educators and students in fostering lifelong learning. It's noteworthy that majority of students demonstrated unimodal sensory preferences, reinforcing the importance of tailored teaching strategies to maximize learning potential. Keywords: Learning, style, VARK, Medical Education, Teaching Methods, Medical Students

IJCM_267A: Using VARK Questionnaire for Assessing Preferred Learning Styles of Undergraduate Medical Students – A Cross Sectional Study.

Background: Students differ in their preferred methods of acquiring, processing, and recalling new information. Learning styles are of the factors influencing academic achievement. The learning style is defined as a combination of cognitive, emotional, and physiological traits that show how the learner perceives and responds to the learning environment. There are very few studies that have assessed learning styles in India. Hence, the present study was undertaken. Objective: The present study aimed to assess the diversity of learning styles among undergraduate medical students Methodology: This was a cross sectional study. The visual, aural, read/write, and kinesthetic (VARK) questionnaire was administered to 210 students of second and third year MBBS students of Raichur institute of Medical Sciences. Duration of the study was for 1 month. Predesigned, pretested and structured VARK questionnaire version 8.01 containing 16 questions was used as the study tool. The questionnaire was distributed among students in a single page printed format. The consent form assured that denial of taking part in the study will not hamper the student’s academic result and other curricular activities Results: In our study, Data collected were evaluated according to proposed evaluation guideline dividing into 4 predominant groups namely ‘V’, ‘A’, ‘R’, ‘K’. Total 210 students, (Male=100, Female=110), response rate 100%, aged between 19-24 years participated, among which females were ‘R’ and males ‘K’ predominant.. Conclusion: The preferred learning styles of medical students in the present study were reading/writing and kinesthetic. It is suggested that all medical students must be tested to determine their desired learning styles by using VARK questionnaire, also to choose appropriate teaching methods and to improve educational goals

Mapping the learning styles of medical students in Brazil

BackgroundMedical education has evolved based on the application of pedagogical actions that place the student as the protagonist of the learning process through the use of active teaching methodologies. Within this context, higher education teachers should use strategies that focus on the student and his/her context and avoid traditional teaching methods. Specifically in medical schools, there is an even greater challenge since the teaching methods of medical curricula differ from those used in previous schooling. Consequently, students acquire their own style of processing information that is often incompatible with the profile of medical schools. This may be one of the factors responsible for the lack of motivation among undergraduates.ObjectiveThe aim of this study was to characterize the learning styles of students enrolled in a Brazilian medical school using the Felder-Soloman Index of Learning Styles (ILS).MethodsThis was a cross-sectional, descriptive, quantitative study that included students from the 1st to the 6th year of a Brazilian medical school. The students participating in this study voluntarily answered 44 questions about learning styles of the Felder-Silverman instrument validated in Brazil. The instrument was divided so that each domain consisted of 11 questions with two response options in which only one could be selected. For each domain, a score (1 point) was assigned to the selected option (a, b) of the question and the learning style category was determined as the difference between these values. For data collection and tabulation, we used the Learning Syle Platform (EdA Platform) developed based on Felder’s studies since this system processes information about the dimension analyzed, the preferred style, and the most striking characteristics of each style.ResultsThe results showed that sensing was the preferred learning style of the students, followed by the sequential and visual styles. It was not possible to determine whether gender or age influences the choice of learning methods because of the homogeneity of the results.ConclusionsThe present data will enable teachers of the institution involved in this study to plan pedagogical actions that improve the students’ self-awareness, as well as their teaching-learning skills, by choosing the most adequate active methodologies for the medical education programs considering the individuality of each student and class.

Assessment of Learning Styles Using Kolb’s Learning Style Inventory among Medical College Students: A Cross-sectional Study

Introduction: Technology has become increasingly integral in medical education, especially with the implementation of newer Competency Based Medical Education (CBME) curricula. Blending conventional methods with e-learning and ensuring its effectiveness in supporting student learning requires effort and consideration. In this regard, Kolb’s learning styles, introduced in 1984, can be helpful in identifying different types of learners within the student population and tailoring teaching methods accordingly to enhance student outcomes. Aim: To assess the learning styles of medical students using Kolb’s Learning Style Inventory, version 3.1, and to compare the learning styles with the year of study. Materials and Methods: A cross-sectional, questionnairebased study was conducted in the Department of Pharmacology, Terna Medical College, Navi Mumbai, Maharashtra, India. on 194 first and second Bachelor of Medicine and Bachelor of Surgery (MBBS) students. The study included students who were present when the questionnaire was administered. The learning styles were assessed using Kolb’s Learning Style Inventory, version 3.1. Descriptive statistics were applied. Results: The total strength of both the first and second-year batches combined was 254. Out of these, 194 students were present when the questionnaire was administered, resulting in a response rate of 76.38%. Seven incorrectly answered questionnaires were excluded from the analysis. Among the 194 valid questionnaires received, 55 students (29.41%) had convergent as their learning style, making it the most common learning style. The next most common learning style was accommodative, with 52 students (27.81%) exhibiting this style. Specifically, among the first-year MBBS students, 35 out of 108 (32.41%) had a convergent learning style, while among the second-year MBBS students, 24 out of 79 (30.38%) had an accommodative learning style. There was a statistically significant difference observed in the learning styles between the first and second-year MBBS students (p-value <0.05). Conclusion: In present study, it was observed that the convergent learning style was dominant among the medical students in the first and second years combined, with the first year being predominantly convergent and the second year being predominantly accommodative.

Preferred Learning Styles and Teaching Methods Among Medical Students: A Cross-Sectional Study.

Introduction Knowingthe learning styles of medical students is an important factor as it can help in making learning more effective. Research has shown that medical students in various years of studies have selective learning styles and liking to a particular teaching strategy. The aim of the present study was to identify the preferred learning styles and teaching methods of medical students through all the years of study using the VARK (for Visual, Aural, Read/Write, Kinesthetic) questionnaire. Method A cross-sectional study was conducted among the medical students of year 1 (MD1) to year 6 (MD6), except MD5, at the College of Medicine and Health Sciences, Sohar, Oman. The VARK questionnaire was used to record the learning stylepreference of the students, and an additional question was asked to know the teaching method that the students preferred to be used. Results A total of 292 students responded to the questionnaire. The majority of the students had preference for the multimodal style of teaching (54%), mostly bimodal (30%). This was followed by the kinesthetic mode of learning (30%) in the unimodal style. The MD1 and MD6 students had preference for the unimodal style whereas the other years (MD2, MD3, MD4) had preference for the bimodal style. The teaching method preferred by most of the students included clinical skills lab (64%) followed by interactive lecture (59%) and lab work (57%). Conclusion The study showed that most of the students had preference for more than one (bimodal) learning style. The research findings can help the teachers recognize the learning problems among students and execute the needed teaching strategies.

The Learning Style and Flexibility of allied health students: Groundwork for Custom-made Learning Resource

In order to understand the overall learning style, learning flexibility and its influencing factors of medical students, this study adopted Kolb Learning Style Scale 4.0 to conduct a questionnaire survey on related questions in a medical college in China. The results show that imagining, experiencing and balancing are three kinds of learning styles of medical students, and the dominant learning styles of girls and boys are significantly different. The study flexibility of medical students is higher on the whole, and the study flexibility of male students is significantly higher than that of female students, and that of students over 18 years old is significantly higher than that of students under 18 years old. These research results are of great significance for the customization of learning resources based on students' learning styles and the enhancement of medical students' professional skills and employment competitiveness.

Learning style of medical students and their preferred teaching methodologies in a medical college in Nepal: a descriptive cross-sectional study

Introduction: Each individual learns differently. Honey and Mumford classified learning styles as activists, reflectors, theorists, and pragmatists. This study was conducted to find out the frequency of learning styles and preferred teaching methodology of students in a medical college in Nepal. Methods: Two hundred MBBS students participated in this study who were selected through a stratified sampling technique using students’ class year as a stratum, followed by a simple random sampling method. Honey and Mumford’s learning style questionnaire was used to determine learning styles. A self-developed questionnaire was used to find their preferred teaching methodology. Results: Of the total, 139 males and 61 females participated in the study where 9 (4.5%) students were activists, 21 (10.5%) were theorists, 112 (56%) were reflectors, and 24 (12%) were pragmatists. Out of all participants, 50 (25%) preferred interactive learning, 47 (23.5%) preferred problem-based learning, 59 (29.5%) preferred self-study, and only 2 (1%) students preferred one-way lectures and guest speakers each. Conclusion: The majority of students were reflectors (56%) and pragmatists (12%). Most students preferred self-study (29.5%) but one-way lectures were less preferred. Medical institutions should align teaching strategies with the learning styles of medical students to improve their understanding and performance.

Learning styles of medical students.

Objective: To assess the various learning styles of fourth year medical students using VARK inventory. Study Design: Descriptive Cross-sectional study. Setting: Department of Community Medicine, Lahore Medical & Dental College, Lahore. Period: May to July, 2022. Material & Methods: Study was commenced after obtaining permission from 2022 VARK Learn Limited to use the VARK inventory and after review by IRB, LMDC. Study tool used was questionnaire with the VARK inventory version 7.8. The VARK inventory is a pre-tested and validated tool developed to assess learning styles of students on basis of visual, aural, read/write and kinesthetic styles. Data entry and analysis was done using IBM SPSS software version 21. Students were grouped according to learning styles as well according to number of preferred styles (uni-modal and multi-modal). Comparison of student gender and pre-medical qualification against learning style were performed using chi-square test. Results: Amongst the participants 52.1 % were female while 84% of students had completed their FSc before admission to MBBS. It was seen that that most commonly favored learning style was Kinesthetic mode (n=133) followed by auditory (n=131), then 108 visual learners and only 88 read-write learners. Results showed that only 2 participants were uni-modal learners while the remaining 98.6% of students were multi-modal learners. Amongst the multimodal learners, 40% were quadra-modal learners, 40% tri-modal learners and 19% bi-modal learners. Conclusion: In conclusion, multimodal learning approaches are the most preferred learning modality. This implies that both teachers as well as students should incorporate multiple learning styles in their teaching as well as learning process.

Learning styles of medical students and related factors

BackgroundThe concept of learning style is quite important for teachers to teach, organize students’ learning experiences, and accomplish educational goals. Motivation is one of the most important psychological concepts in education. Motivation is multidimensional and ranges from amotivation to extrinsic motivation and intrinsic motivation. When students are motivated extrinsically, they enjoy striving toward rewards and goals which may differ from individual goals. Intrinsically motivated students enjoy exploring, learning, and curiosity-oriented academic efforts. Understanding learning styles can make it easier to create, modify, and develop more efficient curriculum and educational programs. It can also encourage students’ participation in these programs and motivate them to gain professional knowledge This study aims to determine the learning styles of medical school students and to evaluate whether there is a relationship between their learning styles and academic motivation and the sociodemographic variables.MethodsIn this study a questionnaire containing socio-demographic factors, Grasha-Reichmann Learning Styles Scale, Academic Motivation Scale was filled out by 1st, 2nd, 3rd, 4th, and 5th -year medical students of the 2019–2020 academic year. Frequency, percentage, mean, ANOVA, Pearson correlation analysis, and independent group t-test (for analyzing data with normal distribution) were applied. Mann Whitney U test, Kruskal Wallis test, and Spearman correlation analysis were used for analyzing data without normal distribution.ResultsWe found that the mean of independent learning was the highest among the learning style dimensions, and the mean of the intrinsic motivation to know (IMKN) was the highest among the academic motivation dimensions. We found that there were significant relationships between independent learning and intrinsic motivation (IM), between avoidant learning and extrinsic motivation (EM) and between collaborative learning and IMKN, IM to accomplish things (IMAT) and IM to experience stimulation (IMES).ConclusionWe think that different teaching methods can be applied to strengthen collaborative learning, participant learning, and intrinsic motivation. We hope that this research will contribute to medical education on the subject of establishing appropriate teaching methods. Teachers have to plan and implement activities based on students’ learning styles and academic motivation to encourage students to effectively participate in the classroom.

Assessing Medical Students’ Learning Preferences at Kabale University, Uganda

This article is based on an empirical study conducted to assess and establish the preferred learning styles of medical students in the Faculty of Medicine and Dentistry at Kabale University. The study was prompted by a paradigm shift in teaching-learning strategies from the conventional knowledge-based medical curriculum to competency-based medical education (CMBE). In line with the learners’ diversity and inclusion, CBME liberalises the learning environment by providing a variety of learning methods. Hence, the aim of this study was to ascertain the preferences of medical students’ learning styles in relation to the competency-based learning approaches. Procedurally, the study employed online survey methods, and the respondents included 160 medical (MBChB) students, all from the Faculty of Medicine and Dentistry. The data collected were captured on SPSS version 26 and subjected to t-test analysis. Besides, Visual, Aural, Read-Write, and Kinaesthetic (VARK) learning inventory was used to determine the students’ learning preferences, while a t-test was used to establish the relationships between the demographic profiles and the learning styles. Notably, the Aural learning style produced the highest mean score of 7.21 ± 3.61, followed by Kinaesthetic (6.43 ± 3.22), Read-Write (6.12 ± 2.23) and Visual (4.04 ± 2.42). Relatively, t-test results showed significant (p < 0.05) differences in learning styles between pre-clinical and clinical students. However, the t-test results for gender factors for all the learning dimensions were insignificant (p > 0.05). Pre-clinical students prefer visual and read-write learning styles, while clinical students prefer kinaesthetic and visual learning styles. Based on the findings, this study believes that identifying the learners’ preferred learning styles will help educators choose the most effective teaching methods.

Learning styles of medical students from a university in China

BackgroundInvestigating students’ learning styles can generate useful information that can improve curriculum design. This study adopts diverse measures to identify the learning styles of students despite limited literature related to clinical medical students in China. We utilized Felder’s Index of Learning Styles to examine the learning style characteristics of clinical medical students at Inner Mongolia Minzu University.MethodsCluster sampling (probability sampling) was used. This cross-sectional study investigated clinical medicine students with regard to their learning style preference and the difference across genders. This study also analysed data collected from other published studies. A total of 411 students from the medical school at Inner Mongolia Minzu University completed the Index of Learning Styles Questionnaire. The questionnaire assessed the learning styles of students in four dimensions: visual-verbal learning, sequential-global learning, active-reflective leaning, and sensing-intuitive learning.ResultsThe analysis results show that clinical medicine students choose to receive visual information (73.97% of the student sample) instead of verbal information. These students prioritize sensory information (67.15%) rather than intuitive information and process reflective information (51.82%) rather than active information. They prefer to process information sequentially (59.85%) instead of globally. Our results also show that male students present a higher preference for an active learning style over a reflective learning style, while female students seem to present a higher preference for a reflective learning style over an active learning style. These preferences vary between cohorts (gender), but the difference is not statistically significant. Compared to data collected from other published studies, active, visual, sensing, and sequential are the most popular styles of learning adopted by medical science students.ConclusionsThe identification of medical students’ learning style in China provides information that medical educators and others can use to make informed choices about modification, development and strengthening of medical educational programs. Our outcomes may potentially improve motivation, engagement and deep learning in medical education when used as a supplement to teaching/learning activities.

Developing a virtual global dermatology curriculum: Qualitative analysis based on a pilot study in Ethiopia

Developing a virtual global dermatology curriculum: Qualitative analysis based on a pilot study in Ethiopia

Assessment of the Learning styles of MBBS Students at the University of Kassala, Kassala State, Sudan, 2022

Introduction : Since the 1970s, Learning styles of health science students have been researched. It’s important to know the Learning styles of medical students these will be rewarding for both the instructor and the student. Objectives: This study aims to determine the learning styles of the medical students at the University of Kassala . Methodology: Cross sectional descriptive study conducted between 21/3/22 to 23/8/22 at the University of Kassala. After collecting the completed questionnaires, the data was analyzed using R language software Version R i386 4.0.2 . Results: Out of 251 study sample, 228 responded with Questionnaire response rate of 90.8%. Wrong filled questionnaires were excluded resulting in 206 usable survey. 66.50485 % of our participants were females, 33.49515 % were males. The average age of the participants in years was 21.71359 +/- 1.933755. Reflectors (61.16505%) were the most prevalent learning style among medical students at the University of Kassala. Differences was noted in learning styles among the different sexes (p-value= 0.0371). No difference between the educational levels concerning the learning style (p-value = 0.09029). The living area does not affect the learning style (P-value = 0.3143). Conclusion and recommendations: Most of our students are reflectors, thus they prefer to watch rather than practice, they might be good at subjects that are more of watching type more than subjects that need practice. The results reveal the need to endorse self-directed learning. Further research is need to identify the most reliable teaching modality and instructional strategies. Keywords: Learning styles, Klob’s Inventory, Medical students DOI: 10.7176/JEP/13-30-01 Publication date: October 31 st 2022

Problem Based learning by Evaluating Students Learning Preferences Using VARK

Introduction: Learning methodology preference is one of different components of learning fashion. Sensory learning methodology inclination is one of the various components of learning fashion which decides the person’s ability to obtain modern information. It is one of the dimensions of the complex framework of inclinations that make up a person’s learning fashion. Objective: The objective of the study is to describe the learning styles of medical students. Material & Method Study design: quantitative cross sectional Settings: Continental Medical College, Lahore Duration: Six months i.e. 1st July 2021 to 31st December 2021 Data Collection procedure: It was quantitative cross sectional study conducted on a private sector medical college. Pre validated questionnaire was used to evaluate the students learning preferences using VARK. Results: There are hundred students participating in the study in which sixty were females and forty was males. The average age of the students is around 20-24 years. Mean and standard deviation were calculated after pre and post test. Conclusion: Most students are able to memorize successfully as long as the instructor provides different learning exercises within the zones surveyed in VARK. Dynamic learning might be upgraded in huge classrooms by showing models and demonstrations, discussions, wrangles about, replying questions, and part playing. Keywords: Problem based learning, learning, Preferences, VARK

Assessing learning styles of medical students using Kolb's learning style inventory and their association with preferred teaching methodologies.

To determine the frequency of learning styles of medical students and their association with preferred teaching methodologies. The cross-sectional study was conducted at Baqai Medical College, Gadap, Karachi, form July to October 2019, and comprised medical students regardless of age, gender and academic year. David Kolb's learning style questionnaire, along with another questionnaire, was used to collect data. Data was analysed using SPSS 23. Of the 523 students, 213(40.7%) were males and 310(59.3%) were females. The overall mean age was 21.5±1.69 years. Of the total, 268(51.7%) students were divergers, 118(22.8%) assimilators, 86(16.6%) accomodators and 46(8.9%) were convergers. There was a significant association between learning styles and selected teaching methodologies (p<0.05). Majority students were found to be divergers and assimilators. Aligning instructional strategies with learning styles will improve learning and academic performance.

Changes in Learning Style: Does it Change?

Background: Learning styles can change over time. Changes in learning styles can be influenced by the learning environment that students accept. The dominant learning style provides an overview of students' adjustment in the learning environment. The studies aim to analyze the changes in the learning styles of medical students in the Faculty of Medicine over the past three years. Methods: A cohort study was conducted to medical students in 2016 and 2017 (n= 107). All students were asked to fill out Kolb learning styles questionnaire twice, first during the first semester and the second in semester V. A comparative analysis was conducted to measure the significance of changes in learning styles. Results: The most learning styles in the first semester were Diverger (40.4%), followed by Converger (24.6%), Assimilator (19.3%), and Accommodator (15.8%). In the fifth semester still dominated by Diverger (33.3%), Converger (28.1%), Accomodator (21.1%), and Assimilator (17, 5%). There was no significant difference found between student learning styles in the first year and third year (p> 0.05). Conclusion: There is no difference in the dominant learning style between the first year and the third year. But there are changes in student learning styles over time.

Preferred Learning Method of Undergraduate Medical Students

Background: Learning style is the way students begin to focus, internalize and remember new and difficult information. Identifying the learning styles of medical students will enable the faculty to use appropriate Teaching and Learning method to increase the grasping ability of students. Purpose of the study was to assess the preferred learning styles of medical students by using VARK questionnaire. Method: This was a cross-sectional study based on the VARK (Visual, Auditory, Read &amp; write and Kinesthetic)questionnaire done among 414 medical students of Subharti Medical College Meerut UP. The VARK questionnaire was administered to 1 st year 86(20.7%), 2 nd year 91 (22%), 3 rd year 116 (28%), and final year 121 (29.3%) students. The students were categorized as visual learner, auditory, read/write or kinesthetic, depending on the predominant option they chose. Results: Of the total 414 medical students participated in the study. 24.1%,25.8%,14.2% and 5.70% were unimodal, bimodal, trimodal and quarimodal modality as their preferred modality of learning. Among the unimodallearners the percentages of students who preferred visual(20%), auditory (35%), reading/writing (12%), kinesthetic (33%). AV(29.9%) followed by AK(26.1%) were most preferred bimodal modalities of learning. AVK(44.1%) was most preferred trimodal modality of learning. There was no significant difference among different year of medical students for preferredunimodal modalities of learning (p=0.55), different bimodal modalities of learning (p=0.9) and different trimodal modalities of learning. Conclusions: Audio visuals which includes short movies, video clips and animated versions are most preferred modalities for exciting and interesting learning. Kinesthetic learning which includes ECE (early clinical exposures) role plays, case presentation, simulations etc works more on affective and psychomotor component of learning and gives a better understanding, adds meaningfulness to the topic and renders a long lasting memory. A teaching session which includes all the modalities makes a strong, positive and permanent impression on a students mind about the subject.

Preferred learning styles of medical students in an Indian medical school: Implications for learner-centered pedagogy in competency-based medical education

Background: One of the crucial elements in any medical science teaching–learning is identification of students’ learning styles to meet the learner needs. This knowledge can help in reinforcing learning and foster self-directed learning. On the other hand, this information can be utilized by medical teachers to incorporate various instructional modes so as to enhance the learning process and outcomes of students within the given curriculum. Aim and Objective: Identification of learning styles in 2nd-year medical students. Materials and Methods: This was a cross-sectional survey to assess learning styles utilized by medical students using visual-aural-read/write-kinesthetic (VARK) inventory 7.1. Descriptive analysis was performed to determine the percentage of students in each category. Results: About 75% of students participated in the study, with age ranging between 18 and 22 years and a gender predominance of 51% females. VARK analysis showed 64.0% multi-modal (VARK) learners consisting of 38.7% quadri-modal, 17.3% bimodal, and 8% trimodal. In the bimodal category, 9.3% preferred auditory and reading component, 4% favored reading and kinesthetic, and 2.7% preferred visual and auditory component while only 1.3% chose visual and reading component. In the tri-modal category, 5.3% favored visual, auditory, and reading style while 1.3% chose auditory, reading, and kinesthetic components, and the remaining 1.3% opted for visual, reading, and kinesthetic style of learning. The highest unimodal learning modality was auditory 25.3%, then Read/Write 9.3%, followed by kinesthetic and visual (both 2.7%). Conclusions: Considering that most of the participants were multimodal learners, designing educational activities that cater to various learning styles can support the learning process. In addition, in long-term it will encourage competency-based medical education.

Application of a diaphanous animal model in a human osteogenesis lecture

Education in today's modern Anatomy environment is a permanent and ever evolving challenge. Even with current integrative curricula, students find it difficult to understand certain dynamic aspects of functional anatomy and three‐dimensionality (3DM). This is even more challenging in Embryology given the high‐speed three‐dimensional changes happening simultaneously.Multiple tools such as cadavers, simulations, plastic and animal models amongst others have been used in order to improve student's motivation and comprehension during Anatomy and Embryology courses. However human cadavers are increasingly unavailable, artificial models remain expensive and computer based simulation is not considered intuitive. Alternatively, non‐conventional preservation techniques have proven to be effective as educational tools, overcoming some of said problems. Our goal was to describe students' perceptions about their learning process when diaphanized animal specimens were used to explain the osteogenesis processes during an Embryology lesson.15 cleared Wistar rats (CWR) between 0 and 21 days of development were selected. Diaphanization was carried out following our laboratory's protocol and CWR were shown at a regular osteogenesis class. Specimens were used under our Institutional Animal Care and Use Committee (IACUC) endorsement 17‐021, ensuring adequate procedures according to current legislation. Likewise, all rats were received after euthanasia, following the 3Rs principle: replacement, reduction and refinement of the use of animals in research.Implementing new educational tools requires meticulous analysis to understand the learning process influencing factors, hence, qualitative research provides an ideal approach to evaluate students' perception in a natural scenario, understanding the dynamics of the context. Therefore, lecture observation and interviews were used as information gathering tools. 90 second year medical students of both sexes attended. Our classroom is equipped with 11 SmartTv's and a microphone. Observation and 7 Interviews were pursued by a last year medical student and an external party.Through observation it was notorious that students lose attention during the theoretical class. When CWR were shown there was a substantial increase in student's interest. Observers expressed that “some people looked confused but most of them seemed just starting to understand the topic”. The above is consistent with the interviews, in which students stated that “if the class had ended just before the specimens were shown, the topic would have been unclear and fuzzy”, they also expressed that these visual tools were extremely valuable in the 3DM of bone development comprehension.While the professor was using the CWR to explain, only students located far away from the professor declared that they were easily distracted. This can be explained by their feeling of lack of communication between them and the professor.CWR were considered an extremely helpful tool to understand the 3DM of bone growth, therefore the student's learning process perception was positively influenced. Specimens also provided information about the visual dominant learning style of medical students already described in the literature. External factors like classroom arrangement and the number of student can influence the outcome of the exercise.This abstract is from the Experimental Biology 2018 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.