Introduction
The concept of “learning styles” acknowledges the diverse ways individuals absorb and process information. While some learners thrive by listening, others benefit more from visual aids, reading, or hands-on experiences. Fleming and Mills’ VAK model—Visual, Auditory, and Kinesthetic—is a widely recognized classification system for these learning styles. Despite ongoing debates about the effectiveness of tailoring teaching directly to learning styles, acknowledging these preferences remains valuable in education. Understanding how learning styles are distributed, particularly within specific populations like medical students, can inform and enhance pedagogical approaches. [1]
Learning style assessments generally explore an individual’s preferred methods of information intake (e.g., text, images, speech) and their most engaging cognitive activities (e.g., analysis, discussion). Numerous assessment tools exist, and the “meshing hypothesis” suggests that instruction is most effective when delivered in a format that aligns with a learner’s style. For instance, a “visual learner” might benefit most from visually rich materials. However, the practical application and empirical support for strictly matching instruction to learning styles are still subjects of discussion within the educational research community.
One of the most frequently used frameworks for categorizing learning styles is the VAK model, developed by Fleming and Mills in 1992. VAK is an acronym representing Visual, Auditory, and Kinesthetic learning styles.
Auditory learners excel when information is presented through sound. They learn effectively through lectures, discussions, role-playing, and reading aloud. Verbal instructions are easily followed by auditory learners, and they often process information by speaking and repeating what they hear. Background music can also be a beneficial tool for auditory learners, creating a relaxed learning environment conducive to information absorption and retention.
Visual learners are primarily oriented towards sight. They learn best by seeing demonstrations, diagrams, and visual displays. Visual aids such as PowerPoint presentations, videos, charts, and handouts are highly effective for these learners. Visual learners also benefit from observing the instructor’s body language and facial expressions, which contribute to their understanding.
Kinesthetic learners learn through movement and touch. They are hands-on learners who prefer active participation and physical engagement. Kinesthetic learners benefit from activities that involve movement and direct experience. Fidgeting is often a characteristic of kinesthetic learners, as physical movement can aid their concentration. [2]
Aim of the Study
This study aimed to investigate the Learning Style Distribution among medical students. Specifically, it sought to determine the prevalence of visual, auditory, and kinesthetic learning styles, both individually and in combination, within this unique student population. The ultimate goal was to identify potential strategies to optimize teaching methodologies for medical students, enhancing the effectiveness of courses, practical sessions, and internships. While the general population exhibits a learning style distribution of approximately 65% visual, 30% auditory, and 5% kinesthetic, medical students, due to the demanding and vocational nature of their field, may present a different profile. Medical training necessitates the acquisition of substantial theoretical knowledge, practical skills, and interpersonal abilities, setting medical students apart from the general student population.
Medical education requires students to accumulate a vast amount of information and master a wide range of skills over several years. Facilitating access to information in formats that align with their learning preferences is crucial for these students. Understanding the dominant learning style(s) within this population is essential for tailoring educational approaches. By understanding how medical students are most receptive to learning—whether visually, auditorily, or kinesthetically—educators can implement more effective teaching strategies.
Subjects and Methods
To assess learning style distribution among medical students, a questionnaire consisting of 39 questions was administered to 230 participants. The questionnaire was distributed online through student discussion groups across various medical universities in Romania. Online distribution allowed students to complete the questionnaire at their convenience, reducing time pressure and promoting accurate responses. The questionnaire questions were designed to align with the characteristics of each of the three learning styles (visual, auditory, and kinesthetic). For each student, responses were categorized and tallied to determine the predominant learning style(s). The learning style category with the highest score for each student was identified as their preferred learning style. In some instances, students showed equally strong preferences for two or even three learning styles.
The study was designed to generate statistical data highlighting the primary learning style preferences among medical students and to compare these findings with general population statistics. Furthermore, the study analyzed the distribution of learning styles across different medical universities to assess the consistency of these preferences across institutions.
Results
The study findings are visually represented in diagrams to facilitate interpretation of the learning style distribution. Initially, students were categorized based on the number of learning styles they predominantly favored. The results indicated that a significant majority, 73% of the medical students, primarily preferred a single learning style. Approximately 22% demonstrated a preference for two learning styles equally, while only 5% indicated a preference for all three learning styles (Fig. 1).
Fig. 1. Distribution of Number of Learning Styles Preferred by Medical Students
This data highlights that a substantial portion of medical students have a distinct primary learning preference, while a notable minority benefit from a combination of approaches.
Considering the 73% of students who favored a single learning style, the distribution among the VAK categories was as follows: 45% visual learners, 36% auditory learners, and 19% kinesthetic learners. These percentages show a notable deviation from the generally accepted learning style distribution in the general population, which is approximately 65% visual, 30% auditory, and 5% kinesthetic. This difference suggests that medical students, as a specific population, may exhibit unique learning style characteristics potentially influenced by the demands of their field of study and vocational nature of medicine (Fig. 2).
Fig. 2. Distribution of Learning Styles Among Medical Students with a Single Predominant Preference
For the 22% of students who learn effectively using two sensory channels equally, the distribution was: 54% visual and auditory, 25% visual and kinesthetic, and 20% auditory and kinesthetic. This indicates that visual and auditory combinations are most common among students with dual learning style preferences. These students are likely more adaptable to varied teaching methods that incorporate both visual and auditory elements (Fig. 3).
Fig. 3. Distribution of Combined Learning Styles Among Medical Students Preferring Two Styles Equally
To provide a comprehensive overview, the study also presented the overall learning style distribution, encompassing both single and combined preferences, among all surveyed students. This broader perspective reveals the proportional preference for each learning style and combination within the entire medical student sample.
It is important to note that general population data often simplifies learning style preferences to a single dominant style, which may be an oversimplification. Recognizing the diversity of learning preferences, including combinations, is crucial for developing more effective and inclusive teaching strategies.
The findings indicate that medical students in this study predominantly utilize visual learning channels (33%), closely followed by auditory channels (26%). This aligns with general population trends where visual and auditory learning are also prominent. However, a notably higher percentage (14%) of medical students prefer kinesthetic learning compared to the general population. This elevation in kinesthetic preference may be linked to the practical and skill-based components of medical education, as well as the potential for learning styles to evolve and adapt over time to align with educational demands. Among students with dual preferences, visual and auditory combinations are most frequent (12%), with other combinations being less common (Fig. 4).
Fig. 4. Overall Distribution of Learning Styles Among Medical Students
The study also analyzed the distribution of participating students across different universities. The representation of students from various Romanian medical universities was as follows: 32% UMF Craiova, 32% UMF Carol Davila (Bucharest), 11% University of Medicine T Popa (Iasi), 9% UMF Cluj Iulius Hatieganu, 10% unspecified university, and 6% from smaller centers (Timisoara, Galati, Sibiu, and Brasov) (Fig. 5).
Fig. 5. Origin of Medical Student Participants by University
The significant participation from UMF Craiova and UMF Carol Davila suggests that the study findings are particularly relevant for students at these institutions, while also providing broader insights into medical student learning preferences in Romania.
Discussions
For this study to translate into practical improvements in medical education, educators should consider adapting their teaching methods to align with the identified learning style distribution. Given the visual learning preference of a significant portion of medical students, incorporating visually rich materials into courses and internships is highly recommended. This can include PowerPoint presentations with images, diagrams, and illustrations. Subjects like anatomy, histology, morphology, and clinical disciplines such as semiology and surgery can particularly benefit from visual aids to illustrate complex concepts and pathological conditions. However, the needs of auditory learners, who also constitute a substantial group, should not be overlooked. Visual presentations should be accompanied by clear and engaging verbal explanations, emphasizing key concepts through tonal variations and articulate discourse. An optimally designed course effectively balances visual and auditory communication channels, catering to the learning preferences of approximately 71% of medical students who favor these styles, either individually or in combination. This approach also benefits students with auditory-kinesthetic and visual-kinesthetic learning style combinations, accounting for roughly 10% of the student population.
A particular challenge arises in addressing the needs of kinesthetic learners, who represent 14% of the medical student population. These students learn best through active participation and hands-on experiences. While internships naturally provide kinesthetic learning opportunities, traditional lecture-based courses can be less conducive to their learning style. Kinesthetic learners may become restless or appear inattentive in passive learning environments. Educators need to be aware of this learning style and consider strategies to engage kinesthetic learners even within traditional course settings. Medical students, in general, rely heavily on teacher guidance, but kinesthetic learners may be particularly dependent on instructors to facilitate active learning experiences. Professors should consider this when managing classroom dynamics and student engagement.
Consider the example of the Ziehl-Neelsen staining method, a technique learned by second-year medical students at UMF Craiova during microbiology practical sessions. To effectively teach this method to students with varying learning styles, an instructor could first present the method verbally, step-by-step, catering to auditory learners. Simultaneously or subsequently, a visual demonstration of the procedure can be shown to the entire group, accommodating visual learners. This approach addresses the needs of approximately 76% of students. However, for the 14% of kinesthetic learners, hands-on practice is crucial. These students learn most effectively by performing the staining procedure themselves at least once. While some practical skills in medical semiology, such as palpating the gallbladder, can be practiced outside the laboratory setting, techniques like Ziehl-Neelsen staining require specialized laboratory equipment. Therefore, it is essential that practical sessions in the faculty provide ample opportunities for kinesthetic learners to actively engage with procedures and techniques. Kinesthetic learners should be encouraged and allowed to perform these techniques during practical work to solidify their understanding.
To create more universally effective courses, professors should consider incorporating the following strategies: structuring information with clear summaries and outlines, providing chapter and subchapter headings, using concise text supplemented by relevant and illustrative images. Overloading presentations with numerous images without adequate explanation should be avoided. A few well-chosen images accompanied by clear verbal explanations that emphasize key concepts are often more effective. The use of visual pointers or cues to direct student attention to important elements within images is also beneficial. Phrases like “Here is a picture of upper limb muscles” or “Here is a cross-section…” should be avoided in favor of more descriptive and guiding explanations.
Summarizing course content at the end of each session can further reinforce learning for all students. Since instructors cannot always know the specific learning style of each student, and given the study’s findings on learning style distribution in medical students, it is crucial to utilize all three learning channels—visual, auditory, and kinesthetic—in both teaching and assessment. While some assessments may be oral, others can involve identifying anatomical structures on images, catering to different learning preferences.
Clinical internships offer unique opportunities for incorporating unconventional yet effective teaching methods, such as role-playing. Student role-play scenarios, where one student acts as a patient and another as a doctor, can be highly engaging. For instance, a student-patient could research a specific disease and create a clinical case, providing clinical examination data necessary for diagnosis. This documentation can be developed collaboratively under faculty supervision. During internships, students can perform these role-play scenarios in front of their peers, simulating doctor-patient interactions. The student-doctor can then practice patient evaluation and diagnostic reasoning. The data obtained from the simulated examination can be provided by the instructor or the student-patient. Following the role-play, a case discussion can ensue, allowing other students to contribute and ask questions. Such exercises require students to have a solid theoretical foundation and offer benefits to visual, auditory, and even kinesthetic learners. Visual learners can observe the interaction, auditory learners can hear the dialogue, and kinesthetic learners can actively participate in the role-play. This technique is particularly applicable in clinical disciplines like medical and surgical semiology and general medicine. While role-playing may slightly reduce direct student-patient contact, the educational advantages can outweigh this minor drawback.
Student assessment methods should also be diversified to accommodate different learning styles. The purpose of assessment should be to evaluate a student’s understanding and application of knowledge, not simply to identify gaps in knowledge. Visual learners may prefer written assessments like summaries or multiple-choice tests, while auditory learners often excel in oral examinations, particularly in question-and-answer formats. Many medical faculties, like the Faculty of Medicine in Craiova, already incorporate both written and oral components in assessments.
For kinesthetic learners, the introduction of practical examinations is particularly relevant. Practical assessments should go beyond simple question-and-answer sessions related to practical work. They should involve hands-on tasks such as performing experiments, dissections, or clinical patient examinations. While practical examinations may not be feasible in all subjects (e.g., modern languages, history of medicine) or may have limitations in some preclinical disciplines (e.g., immunology, pharmacology), they are highly applicable and should be utilized extensively in subjects where practical skills are paramount.
Conclusions
The learning style concept emerged from the idea that understanding individual learning preferences could enhance information acquisition. While the definitive impact of tailoring teaching directly to learning styles is still debated, numerous learning style theories and classifications have been developed. Fleming’s VAK model, categorizing learners as auditory, visual, or kinesthetic, remains a widely used framework.
Visual learners benefit from visual aids like diagrams and written materials to enhance memory and retention. Courses for visual learners should incorporate PowerPoint presentations with diagrams, images, and videos, using concise text and highlighting key concepts.
Auditory learners learn effectively through listening. Instructors should use clear speech with tonal variations to emphasize important information.
Kinesthetic learners learn best through active participation and hands-on practice. Practical work and training are optimal learning environments for kinesthetic learners.
Medical students are highly reliant on teacher guidance, making it crucial for instructors to align teaching methods with student learning preferences. Doctors, as professors, serve as role models, further emphasizing the importance of effective and tailored instruction.
This study’s findings on learning style distribution among medical students reveal that visual learning is the most prevalent style (33%), closely followed by auditory learning (26%). Kinesthetic learning and combinations of learning styles are less common but still significant.
The study provides valuable insights for educators to inform their teaching practices. The dominance of visual and auditory learning styles suggests that medical information should be structured and delivered using both visual and auditory channels in a balanced manner. Combining images with coherent verbal explanations is an effective approach to engage and maintain the attention of a majority of medical students.
Practical training should emphasize hands-on experience and patient interaction. Practical sessions should move beyond simple questioning and encourage active experimentation and skill development within available time constraints.
Assessments should offer equitable opportunities for all students to demonstrate their knowledge. Comprehensive assessments that include both theoretical and practical components are recommended. Assessment designs can incorporate written responses followed by oral question-and-answer sessions to evaluate both the breadth and depth of student understanding.
References
[1] Pashler, H., McDaniel, M., Rohrer, D., & Bjork, R. (2008). Learning styles: Concepts and evidence. Psychological Science in the Public Interest, 9(3), 105-119.
[2] Fleming, N. D., & Mills, C. (1992). Not another inventory, rather a catalyst for reflection. To Improve the Academy, 11(1), 137-155.
