A comparison of learning styles of undergraduate health-care professional students at the beginning, middle, and end of the educational course over a 4-year study period (2015–2018)

• Published in: Journal of Education and Health Promotion Vol. 9; no. 1; p. 208
• Main Authors: Koohestani, HamidReza, Baghcheghi, Nayereh
• Format: Journal Article
• Language: English
• Published: Mumbai Medknow Publications & Media Pvt. Ltd 2020; Wolters Kluwer - Medknow; Wolters Kluwer Medknow Publications
• Subjects: Cognitive style; Group Instruction; health occupations; Instructional Materials; learning styles; Longitudinal studies; Original; Students; Teaching Methods; Undergraduate Study
• ISSN: 2277-9531; 2319-6440
• DOI: 10.4103/jehp.jehp_224_20

BACKGROUND AND AIM: There is a growing interest in learning styles of undergraduate health-care professional students; however, the evidences about learning styles over time during undergraduate programs are rare. In this study, the learning styles of undergraduate health-care professional students from the beginning to the completion of the program were examined to determine changes in learning style over time. METHODOLOGY: This is a longitudinal descriptive study from 2015 to 2018. A total of 101 health-care professional students were selected by census method. Learning styles were evaluated using the Perceptual Learning-Style Preference Questionnaire three times in the study at the beginning (T1), the middle (T2), and the end of the educational course (T3). The data were analyzed using repeated measures ANOVA. RESULTS: In T1, auditory (mean = 13.99) and visual (mean = 13.54) styles were preferred as major learning styles, whereas at T2, visual style (mean = 13.6) was the only preferred major learning style. At T3, the major learning styles were kinesthetic (mean = 14.32), tactile (mean = 13.98), and visual (mean = 13.58). There were statistically significant differences in auditory, kinesthetic, tactile and group scale scores between the three time points (P < 0.05). Group learning style was in the negative type at all three time points. CONCLUSIONS: Learning styles can change depending on the context, environment, teaching method, and the subject of learning material and are probably a flexible changing feature rather than a fixed inherent feature a student possesses.