Learning Style Preferences of Second-year Medical Students in Oman
Journal Title: INTERNATIONAL JOURNAL OF SCIENTIFIC STUDY - Year 2017, Vol 5, Issue 4
Abstract
Introduction: Students have different learning styles. Knowledge of learning style preferences helps in implementing appropriate teaching and learning strategies. Objective: The objective of this study is to explore the learning style preferences of second-year medical students of Oman Medical College, Sohar. Methods: In this descriptive, cross-sectional study, we administered the index of learning styles questionnaire to 230 students to assess their preferences over four bipolar learning style dimensions: perception (sensing/intuitive), input (visual/verbal), processing (active/reflective), and understanding (sequential/global). We identified students as having either no preference or preference to any one learning style on each of four dimensions. Results: The frequencies of students who had no preference were 53% on perception, 45% on input, 63% on processing and 61% on understanding dimensions. Varying number of students had preferences for sensing (38%), intuitive (09%), visual (47%), verbal (08%), active (16%), reflective (21%), sequential (34%), and global (05%) learning styles. Conclusion: The nature of second-year medical training is conducive to intuitive and sequential learners, who can be advised to make the best use of their learning preferences; but not promising for sensing and global learners, who can be encouraged to develop learning style skills suitable to the learning situation. Lectures can be reformed by incorporating changes to address the requirements of visual, verbal, active and reflective learners. Thus, the knowledge of students’ learning preferences can provide background to construct effective teaching and learning interventions.
Authors and Affiliations
Sabitha Panambur
Keywords
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