Medical students' learning styles: the relationship between their adaptability to anatomy learning and academic performance

Abstract

Medical education suffered several changes over the years, with an increased focus on personalized learning. In this context, students' individual learning styles might impact knowledge acquisition and lead to the adaptation of teaching methods. A cross-sectional study was conducted to evaluate the learning styles adopted by anatomy students, as well as its impact on anatomy academic performance. First and second-year medical students' learning styles were assessed through the VARK questionnaire. The majority adopted a unimodal style. While first-year students (MA Group) and those who previously failed to complete anatomy courses (MA+CA Group) had similar learning styles (Χ2(4) = 1.486, p=0.829), second-year students (CA Group) appeared to have different patterns of learning modalities, such as multimodal and visual (MA vs CA: Χ2(4) = 20.907, p<0.001; CA vs MA+CA: Χ2(4) = 10.278, p=0.036). In fact, along with the evolution of learning styles, both the approval rates and academic performance were higher in second-year students (CA Group) - (CA vs MA Group: 15.4 ± 2.47 vs 12.2 ± 2.03, p < 0.001) (CA vs MA+CA group: 15.4 ± 2.47 vs 13.9 ± 2.50, p < 0.001). The challenges imposed by anatomy course led to the evolution of the learning styles from second year medical students, which was reflected in the academic performance. Thus, it's important to raise awareness about the influence that students' learning profiles and individual features have on anatomy courses.