Learning Styles and Academic Achievement among Medical Students at Ain Shams University: An Experience During COVID-19 Era

Abstract

Background: During the COVID-19 era, the educational system was modified to include blended learning, using a multi-delivery mode to optimize outcome and have the best program delivery cost. Identifying students' learning styles (LS) is an important factor that contributes to scholastic accomplishment, resulting in a more satisfying learning. Objectives: To describe the learning style preferences among medical students at Ain Shams University; to investigate the associations between LS and academic achievement; and lastly, to determine whether preclinical and clinical students differ in their LS. Method: A cross-sectional study was conducted among a sample of 262 students using a self-administered questionnaire including socio-demographic data, academic achievement, and the Barsch Learning Styles Inventory. Results: The unimodal pattern of learning was the most prevalent style among surveyed students; about half of them used the unimodal visual style (49.6%) while the trimodal style was the least (0.8%). The most reported preferred educational materials include the private lessons summary (64.8%) and the faculty books (61.4%). The most frequently reported educational source was recorded audios (82.4%). The LS preference did not differ between preclinical and clinical students. Conclusion and recommendations: The unimodal visual style was the predominant among surveyed students. Age, gender, academic year, study hours, and LS explain 59% of the variation in academic performance. Education and training in medicine need innovative ideas that match the students' styles. Educators should create a conducive atmosphere for learning and use methods of delivery that appeal to the senses using visual aids and materials to accommodate different learners.

Face-to-Face and Distance Learning and Teaching Styles as Perceived by Tanta University First Year Medical Students

“…Every learner has (a) distinctive learning style(s), and one student may adopt single or multiple modes of knowledge acquisition [4]. Studies have shown that when students' learning styles are compatible with the used learning approaches in an educational organization more students' satisfaction, greater achievement and better educational process outcomes are expected [5][6][7][8].…”