ObjectivesThis research aims to describe the learning styles among undergraduate medical students at the College of Medicine, University of Bisha.Materials and methodsType of study is a cross-sectional. Students preference of learning styles was assessed through VARK (abbreviation stands for Visual, Aural, Read/Write, and Kinesthetic learning style) inventory questionnaire version 7.1. The questionnaire was bilingually translated. Data from the questionnaire were analyzed by SPSS (V20). Data were presented in the form of descriptive statistics. One-way ANOVA and Kruskal–Wallis test were used to assess the relations between study variables.ResultsOne hundred and eighteen students (86.8%) were unimodal in their learning preference, and 18 students (13.3%) were multimodal. The dominant unimodal style was aural (55.9%), and the lowest was reading (5.1%). Among multimodal the commonest preference was AK (77.8%) followed by VR and VK equally (11.1%). The multimodal pattern is limited to students in level one. Visual style increases in percentage with the academic levels.ConclusionStudents in the College of Medicine, University of Bisha (UBCOM) have different patterns and types of learning style. Aural is the dominant unimodal style. The visual style is widely distributed among students of different levels. Planning and implementation of educational activities that satisfy all learning styles will support the learning process.

The selection of a study design is the most critical step in the research methodology. Crucial factors should be considered during the selection of the study design, which is the formulated research question, as well as the method of participant selection. Different study designs can be applied to the same research question(s). Research designs are classified as qualitative, quantitative, and mixed design. Observational design occupies the middle and lower parts of the hierarchy of evidence-based pyramid. The observational design is subdivided into descriptive, including cross-sectional, case report or case series, and correlational, and analytic which includes cross-section, case-control, and cohort studies. Each research design has its uses and points of strength and limitations. The aim of this article to provide a simplified approach for the selection of descriptive study design.

Introduction: Students' perception of an examination reflects their feelings, while its item analysis refers to a statistical analysis of students’ responses to examination items. The study was conducted to compare the student’s perception towards examination to its item analysis. Material and methods: This is a cross-sectional study conducted at the college of medicine, from January to April 2019. The study used a structured questionnaire and standardized item analysis of students’ examinations. All students who had registered for semester two (2018-2019) were included in the study. Exclusion criteria included students who refused to participate in the study or those who did not fill the questionnaire. Result:  KR-20 of the examination was 0.906.  The average difficulty index of the examination was 69.4. The response rate of the questionnaire was 88.9% (40/45). Students considered the examination to be easy (70.4%). A significant correlation was reported between student perceptions towards examination difficulty and standard examination difficulty. Discussion: Student perceptions support the evidence of examination validity.  Students were found able to estimate examination difficulty. Keywords: Student perception, Item analysis, Assessment, validity, reliability.  

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