Khanal L, Giri J, Shah S, Koirala S, Rimal J
Department of Human Anatomy, BP Koirala Institute of Health Sciences, Dharan, Nepal.
Department of Medical Education, BP Koirala Institute of Health Sciences, Dharan, Nepal.
Adv Med Educ Pract. 2019 May 24;10:343-355. doi: 10.2147/AMEP.S198878. eCollection 2019.
The present study was conducted to find the preferred mode of learning among first-year preclinical students and compare the preferred mode of learning with sex, faculty of students, and academic performance of the students using the VARK questionnaire. A cross-sectional study was done among 142 first-year Bachelor of Medicine-Bachelor of Surgery and Bachelor of Dental Surgery students from February to May 2018. Demographic data and various academic performance marks were recorded for each individual. VARK (visual, aural, read/write and kinesthetic) questionnaire version 7.8 was administered to calculate the score of each component. Mean VARK scores were calculated and each student classified by their preferred mode of learning. The preferred mode of learning was compared with sex, nationality, faculty of students, and academic performance using , unpaired -tests, and the Mann-Whitney test. <0.05 was taken as statistically significant for comparison. A majority of the students (53.52%) were multimodal. The most common multimodal mode of preference was bimodal (26.06%), while the most common unimodal preference was kinesthetic (29.06%). Total V score, K score, and VARK score were higher among males, while A and R scores were higher among females. The K score (7.96±2.35 in males and 6.96±2.43 in females) differed significantly (=0.019) between male and female subjects. More subjects with higher scores in the theory exam of anatomy were unimodal learners (53.8%) compared to multimodal learners (46.2%). From this study, it can be concluded that undergraduate students were diverse in their learning styles, but most were multimodal. Though learning styles were found to vary by sex, nationality, and academic performance, differences were not statistically significant.
本研究旨在找出临床前一年级学生中偏好的学习模式，并使用VARK问卷将偏好的学习模式与学生的性别、专业以及学业成绩进行比较。2018年2月至5月，对142名医学学士-外科学士和牙外科学士一年级学生进行了一项横断面研究。记录了每个人的人口统计学数据和各种学业成绩分数。使用VARK（视觉、听觉、读写和动觉）问卷版本7.8来计算每个部分的分数。计算平均VARK分数，并根据学生偏好的学习模式对每个学生进行分类。使用卡方检验、不成对t检验和曼-惠特尼U检验将偏好的学习模式与性别、国籍、学生专业和学业成绩进行比较。比较时，P<0.05被视为具有统计学意义。大多数学生（53.52%）是多模态学习者。最常见的多模态偏好模式是双模态（26.06%），而最常见的单模态偏好是动觉（29.06%）。男性的总V分数、K分数和VARK分数较高，而女性的A分数和R分数较高。男性和女性受试者之间的K分数（男性为7.96±2.35，女性为6.96±2.43）差异显著（P=0.019）。与多模态学习者（46.2%）相比，解剖学理论考试中得分较高的受试者中，单模态学习者更多（53.8%）。从这项研究可以得出结论，本科生的学习风格多种多样，但大多数是多模态的。虽然发现学习风格因性别、国籍和学业成绩而异，但差异没有统计学意义。
