The Felder-Silverman model is a popular model for measuring students’ learning styles in medical education. Various inventories and evaluation metrics have been presented to evaluate individuals’ desired modes of data acquisition and processing or their preferred LS. As a result, verifying student learning styles, particularly educational and data processing priorities, can provide valuable information for constructing efficient learning actions.
According to Sangleto, research by Tseng, Graf, Popescu, and others shows that a learning style-based adaptive learning network environment has higher learning efficiency, can produce better user satisfaction, effectively reduces students’ learning time and improves their performance. Demirtas and Mutlu verified that a learning environment with an appropriate learning style enhances learners’ knowledge memory and application for course content and learning objects, respectively. In contrast, if teaching strategies do not match learners’ preferences, students will find it challenging to learn and master knowledge. Felder, Graf & Kinshuk, and others believe that when learners have apparent learning style preferences, matching teaching strategies with these preferred learning styles will facilitate the advantages of learning styles and improve students’ learning performance. Applying learning style factors to teaching practice can improve learners’ learning efficiency. Many educators and psychologists believe that learning style (LS) is essential to students’ learning process. Our outcomes may potentially improve motivation, engagement and deep learning in medical education when used as a supplement to teaching/learning activities. The 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. 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.
These preferences vary between cohorts (gender), but the difference is not statistically significant. 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. They prefer to process information sequentially (59.85%) instead of globally. These students prioritize sensory information (67.15%) rather than intuitive information and process reflective information (51.82%) rather than active information. The analysis results show that clinical medicine students choose to receive visual information (73.97% of the student sample) instead of verbal information. The questionnaire assessed the learning styles of students in four dimensions: visual-verbal learning, sequential-global learning, active-reflective leaning, and sensing-intuitive learning. A total of 411 students from the medical school at Inner Mongolia Minzu University completed the Index of Learning Styles Questionnaire. This study also analysed data collected from other published studies. This cross-sectional study investigated clinical medicine students with regard to their learning style preference and the difference across genders. MethodsĬluster sampling (probability sampling) was used. We utilized Felder’s Index of Learning Styles to examine the learning style characteristics of clinical medical students at Inner Mongolia Minzu University. This study adopts diverse measures to identify the learning styles of students despite limited literature related to clinical medical students in China. Investigating students’ learning styles can generate useful information that can improve curriculum design.
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