Özeke Vildan, Budakoğlu Işıl İrem, Coşkun Özlem, Akçapınar Gökhan
Curriculum & Instruction, Tokat Gaziosmanpasa University, Tokat, Turkey.
Medical Education and Informatics, Gazi University, Ankara, Turkey.
BMC Med Educ. 2025 Sep 1;25(1):1240. doi: 10.1186/s12909-025-07818-z.
This study investigates the relationships between medical students’ learning styles and their study approaches. While learning styles have been criticized and debated, study approaches are recognized for their association with academic success. Understanding these dynamics can enhance educational practices in medical education by catering to diverse student needs.
The study employs a descriptive research model with 1724 medical students using the VARK questionnaire and ASSIST inventory. We applied cluster analysis with the k-means algorithm to group students based on their learning styles. The Chi-square test of independence was used to explore the association between learning styles and study approaches.
Kinesthetic and Aural styles were most common, followed by Read-Write. Surface-apathetic was the most frequent study approach, followed by strategic and deep approaches. Multimodal learners showed a strong positive association with the deep approach and a negative one with the strategic approach. Kinesthetic learners also favored the deep approach, while Read-Write learners aligned with the strategic approach.
The findings underscore the importance of recognizing the interaction between medical students’ learning style preferences and their adopted study approaches. These results can guide medical educators in designing more diverse and student-centered pedagogical strategies. Overall, the study highlights the value of promoting learners’ metacognitive awareness and fostering the development of flexible learning strategies rather than rigidly aligning instruction with specific learning styles.
本研究调查医学生的学习风格与其学习方法之间的关系。虽然学习风格一直受到批评和争议，但学习方法因其与学业成就的关联而得到认可。了解这些动态关系可以通过满足不同学生的需求来加强医学教育中的教学实践。
本研究采用描述性研究模型，对1724名医学生使用VARK问卷和ASSIST量表。我们应用k均值算法进行聚类分析，根据学生的学习风格对他们进行分组。使用卡方独立性检验来探索学习风格与学习方法之间的关联。
动觉型和听觉型学习风格最为常见，其次是读写型。表面冷漠型是最常见的学习方法，其次是策略型和深入型。多模态学习者与深入型学习方法呈强烈正相关，与策略型学习方法呈负相关。动觉型学习者也倾向于深入型学习方法，而读写型学习者则与策略型学习方法一致。
研究结果强调了认识医学生学习风格偏好与其采用的学习方法之间相互作用的重要性。这些结果可以指导医学教育工作者设计更多样化和以学生为中心的教学策略。总体而言，该研究强调了提高学习者元认知意识和促进灵活学习策略发展的价值，而不是将教学严格地与特定学习风格保持一致。
