Kharb Poonam, Samanta Prajna Paramita, Jindal Manisha, Singh Vishram
Professor, Department of Anatomy, School of Medical Sciences & Research, Sharda University , Greater Noida, Uttar Pradesh, India .
J Clin Diagn Res. 2013 Jun;7(6):1089-92. doi: 10.7860/JCDR/2013/5809.3090. Epub 2013 Apr 22.
The purpose of teaching is to facilitate learning and to encourage the learners to learn more effectively. The learning style is an individual's consistent way of perceiving, processing and retaining new information. Educational researchers have shown an increasing interest in the learning styles, the related instructional methods and the andrgogical teaching techniques. This interest is spurred by a desire to help the students to become capable and successful learners.
The aim of this study was to determine the preferred learning styles of medical students as well as their preferences of specific teaching-learning methods.
A cross sectional study was conducted on 100 first semester medical students who were enrolled at SMS & R, Sharda University, India. The VARK questionnaire, version 7.1 was used to categorize the learning preferences/modes as visual (V), auditory (A), read and write (R) and kinaesthetic (K). The students were also asked to rank the various teaching methodologies viz. lectures, tutorials, demonstrations and practicals/dissections from the most preferred choice to the least preferred one.
The majority (61%) of the students had multimodal VARK preferences. Among them, 41%, 14% and 6% preferred the bimodal, trimodal and the quadrimodal ways of information presentation. 39% of the respondents had one strong (unimodal) learning preference. The most common unimodal preference was kinaesthetic, followed by visual, auditory and read and write. The most preferred teaching methodology was practical/dissection (39%) and tutorial was the least preferred one (12%).
One single approach to teaching does not work for every student or even for most of the students. The educators' awareness of the various learning styles of the students and their efforts towards matching the teaching and learning styles may help in creating an effective learning environment for all the students.
教学的目的是促进学习，并鼓励学习者更有效地学习。学习风格是个体感知、处理和保留新信息的一贯方式。教育研究者对学习风格、相关教学方法和成人教学技巧的兴趣与日俱增。这种兴趣源于帮助学生成为有能力且成功的学习者的愿望。
本研究的目的是确定医学生偏好的学习风格以及他们对特定教学方法的偏好。
对印度沙尔达大学医学院和研究中心入学的100名第一学期医学生进行了横断面研究。使用VARK问卷7.1版将学习偏好/模式分为视觉（V）、听觉（A）、读写（R）和动觉（K）。还要求学生对各种教学方法进行排序，即从最喜欢到最不喜欢的讲座、辅导课、演示以及实践/解剖。
大多数（61%）学生有多种学习风格偏好。其中，41%、14%和6%的学生分别偏好双峰、三峰和四峰信息呈现方式。39%的受访者有一种强烈的（单峰）学习偏好。最常见的单峰偏好是动觉，其次是视觉、听觉和读写。最受欢迎的教学方法是实践/解剖（39%），最不受欢迎的是辅导课（12%）。
单一的教学方法并不适用于每个学生，甚至不适用于大多数学生。教育工作者了解学生的各种学习风格，并努力使教学风格与学习风格相匹配，可能有助于为所有学生创造一个有效的学习环境。
