Assessment of Learning Style Preferences Among Medical Students of Universities in Southwest Nigeria: A Cross-Sectional Study

doi:10.21203/rs.3.rs-4637043/v1

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Assessment of Learning Style Preferences Among Medical Students of Universities in Southwest Nigeria: A Cross-Sectional Study

https://doi.org/10.21203/rs.3.rs-4637043/v1

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Background

Identifying the learning style of medical students allows educational methods to be adapted to their learning style, leading to higher educational efficiency. This study aimed to assess the preferred learning styles of medical students at medical colleges in south-western Nigeria.

Methods

The study was a cross-sectional survey design carried out among six hundred and thirty-four 200–600 level medical and dental students in southwestern Nigeria. Data was collected using online and offline questionnaires. VARK was used as the study instrument, and data obtained were analyzed using SPSS version 25.

Results

The majority of participants preferred unimodal style 193(30.4%) while some preferred more than one learning style, bimodal 132(20.8%), trimodal 136(21.4%), and quadmodal 173(27.2%). Unimodal learning styles between both Genders show a preference for Aural in Females (31.1%), while Visual (28.6%) and Aural (28.6%) are equally distributed in Males. Ladoke Akintola University of Technology (LAUTECH) respondents prefer the Kinesthetic learning style (50.0%), while University of Ibadan (UI) respondents prefer the Aural learning style (36.0%). Learning style shows no statistically significant relationship with age, gender, level and course of study.

Conclusion

Identifying students' learning style preferences is important to designing an effective educational curriculum. The individual characteristics, educational understanding, and methods/techniques that teachers consider during teaching also differ. Determining the methods and techniques to achieve the desired product level in education is essential in the learning/teaching process.

Learning styles

medical students

southwest Nigeria

Medical education in Nigeria has undergone minimal changes in curricula and teaching styles throughout the generations of medical schools [1]. While a few lecturers are beginning to consider the learning needs of medical students, a comprehensive overhaul of medical education that adequately prepares students for the evolving practice of medicine in the 21st century is yet to be implemented [2]. Academic performance in medical education is influenced by various factors, including economic stability, emotional support, and the psychological well-being of students [2]. Moreover, the high prevalence of burnout among medical students negatively impacts their academic achievements [3].

The VARK learning method categorizes learning styles into four types: visual, aural, read-write, and kinesthetic [4]. Visual learners comprehend information more effectively through visual aids and presentations, while aural learners excel through listening and oral instruction. Read-write learners benefit from note-taking and engaging with written or printed texts, whereas kinesthetic learners thrive through practical and hands-on experiences [4]. The VARK learning style provides valuable insights into appropriate learning strategies, teaching methods, and media tailored to individual preferences [4, 5].

While no direct link has been established between medical students' preferred learning style and academic performance, implementing a study preference model can contribute to students' satisfaction [6]. This satisfaction, in turn, can alleviate stress and prevent burnout, ultimately leading to improved overall well-being and performance [6]. Furthermore, understanding the learning style of medical students can facilitate the effective delivery of information and enhance knowledge acquisition among students [7]. Notably, a study conducted in Southeast Nigeria revealed that approximately half of the participants had experienced failure in an examination at least once [2]. This finding suggests significant dissatisfaction among many students regarding their academic pursuits. Considering the ongoing medical brain drain crisis in Nigeria, this finding serves as a concerning predictive indicator for the future of healthcare delivery.

Several studies have been conducted globally among medical students, most using the VARK instrument. Most covered medical students are in a single university, and results vary across geographical regions. The consensus is that teaching can be delivered effectively using multiple and varied approaches so that all students can enjoy the learning process and be more satisfied with the education, which could lead to better outcomes in their overall well-being [8, 9]. However, due to the scarcity of data, this study is the first multi-institutional study that assesses the preference for study style in the southwestern region of Nigeria. This study aimed to assess the preferred learning styles of medical students at medical colleges in south-western Nigeria.

Study Area

The University of Ibadan, Ibadan and Ladoke Akintola University of Technology, Ogbomooso, offer undergraduate medical education programs, while only the former has a dental school. The University of Ibadan, founded in 1948, is Nigeria's oldest university and has been at the forefront of medical education in the country. Ladoke Akintola University of Technology, established in 1990, is a recent addition to Nigeria's higher education sector. However, its medical program has rapidly gained a reputation for quality education and training. Both institutions are located in Oyo State, Nigeria.

Study Participants

The study comprised medical and dental students from 2nd to final year (200–600) levels pursuing their undergraduate degrees at the University of Ibadan, Ibadan and Ladoke Akintola University of Technology Ogbomoso. The University of Ibadan and Ladoke Akintola University of Technology were selected as study sites based on their reputations for providing high-quality undergraduate medical and dental education in Nigeria. Both universities attract students from diverse regions of Nigeria and beyond and have modern facilities and teaching resources that support research activities.

Study Design

The study utilized a cross-sectional survey design to assess the learning style preferences of medical and dental students in southwestern Nigeria. Data were collected using online and offline questionnaires between March and April 2023.

Study Instrument

The instrument used was the VARK (Visual, Aural, Read/Write, Kinesthetic), which was validated for measuring learning style preferences in previous similar studies. The VARK questionnaire is a study instrument designed to assess an individual's preferred learning style among four modalities: Visual, Aural, Read/Write, and Kinesthetic. Each modality represents a different way people prefer to receive and process information.

Sample Size

The sample size was calculated using a finite population sampling size formula since the total number of potential participants was known (1434). To calculate the finite population sample size, we assumed a confidence level of 95% and a precision of 5%.

Using the formula for finite population sample size:

n = N / (1 + (N-1) * e^2 / N)

Where:

n = sample size

N = population size

e = level of precision

For Ladoke Akintola University of Technology:

n = 467 / (1 + (467-1) * 0.05^2 / 467) ≈ 205

For the University of Ibadan:

n = 967 / (1 + (967-1) * 0.05^2 / 967) ≈ 342

Therefore, we needed a sample size of approximately 205 from Ladoke Akintola University of Technology and 342 from the University of Ibadan to achieve a confidence level of 95% and a precision of 5%.

Sampling Technique

The objectives of the study and procedures were explained to participants, and they were informed of their right to withdraw from the study at any time. Participants were also assured of the confidentiality of their responses and that their data would be used only for research purposes. Consent was obtained either electronically or in writing, depending on the mode of questionnaire administration. The study was conducted with the highest regard for the welfare and rights of the study participants.

A multistage sampling technique was employed to recruit participants. Initially, two universities were purposefully selected as primary sampling units. Subsequently, sample sizes were allocated proportionally to each institution based on student enrollment figures, ensuring representative representation. Subsequently, we compiled lists of eligible participants from each university. After a random start, systematic sampling involves selecting every nth individual from the sampling frame (467 and 967, respectively). Using the systematic sampling approach, we selected participants from each student of the university lists until the required sample size was reached.

Data Analysis

The data were analyzed using the statistical software package SPSS (version 25, IBM Corp, Armonk, NY). Descriptive statistics, such as frequencies and percentages, were used to summarize the demographic characteristics of the study participants and their learning style preferences. Chi-squared test was used to seek the association between age, gender, level and course of study with learning style. The significance level for all statistical tests was set at p < 0.05. Statistical significance was determined using two-tailed tests.

Ethics approval and consent to participate

Participants received information on the purpose and scope of the study. The respondents were informed that their participation was voluntary and that they would not suffer any consequences if they discontinued the study. Ethical approval was received from the ethical review board of University of Ibadan, Ibadan and Ladoke Akintola University of Technology Ogbomoso. This study adhered to the principles of the Declaration of Helsinki.

690 Questionnaires were administered to respondents, of which 634 were analysed. From Table 1, most participants were from UI 434(68.5%), while 200(31.5%) were from LAUTECH. Of the total participants, 360 (56.8%) were male, and 274 (43.2%) were female. The majority 503(79.3%) were between the ages of 20-25years and the highest response rate were from 400L, 203(32%) and 500L, 183(28.9%).

From Table 2, learning styles were distributed into modal classes. Most participants preferred single (unimodal) style 193(30.4%). In this class, aural is the most prevalent learning style 57 (29.5%) among participants, followed by Visual 53 (27.5%). However, some participants preferred more than one learning style; 132(20.8%), 136(21.4%), and 173(27.2%) preferred bimodal, trimodal and quadmodal styles, respectively. In the bimodal class, visual+aural (VA) 51(38.6%) is most preferred. In the trimodal class, visual+aural+read/write (VAR) 70(51.5%) is most preferred. Of all the four learning modalities, the Unimodal learning style is prevalent in Males 119(33.1%) and quadmodal in Females 80(29.2%).

Unimodal learning styles between both Genders show a preference for Aural in Females (31.1%) while Visual (28.6%) and Aural (28.6%) in Males. See Table 3. The prevalent learning style in LAUTECH is Unimodal, while the majority in UI prefers Quadmodal (29.0%), followed by Unimodal (28.8%). See Table 4. Most LAUTECH respondents prefer the Kinesthetic learning style (50.0%), while UI respondents prefer the Aural learning style (36.0%). See Table 5. A statistically significant association exists between Institution and Unimodal learning styles (p < 0.05). See Table 6.

From Table 7, learning style shows no statistically significant relationship with age, gender, level and course of study. Although unimodal learning modality was prevalent among the 400 level to 600 class, followed by Quadmodal. Furthermore, the unimodal learning style is prevalent across different age groups, among males, whereas the quadmodal learning style is more common among females. Similarly, it was observed that an unimodal learning style is predominant among Medicine students, while most Dentistry students prefer a quadmodal learning style.

The critical nature of medicine necessitates a unique form of practical training for medical students. This training should incorporate various methods to cater to individual learning styles. The selection of these methods and educational resources, encompassing both traditional and virtual environments, depends on several factors, including student learning preferences. Understanding these preferences allows for the development of high-quality and effective educational approaches. Research has demonstrated the value of identifying and accommodating learning styles to optimize educational outcomes [10].

Most participants in this study were between the ages of 20-25 years, with more responses from the University of Ibadan due to the larger population of students in dental and medicine programs. Of the participants, 56.8% were male, and 43.2% were female, while the highest response rate was received from 400L and 500L. The unimodal learning style is preferred by most students in this study, and the aural method is the most prevalent learning method. Similarly, a report from Saudi Arabia showed that the Unimodal learning style is most prevalent, and the dominant method is the aural method [11]. This is similar to another report from the United States, where students preferred a single mode of information presentation. However, the visual mode is preferred,contrary to our findings in another way [12]. Most studies report a preference for multiple learning modalities[9, 13, 14], and a few report a high prevalence of preference for single learning modalities, mostly kinesthetic [6, 9]. Different studies reported varying figures for the preference of the modalities, yet all modalities were found to be important; however, in general, the kinesthetic, visual and aural modalities take the lead [6-9, 13].

Of all the four learning modalities, the Unimodal learning style is prevalent among Male students and quadmodal in Females. This alternated with a report from India, where most males preferred multimodal, and unimodality was more prevalent among females [15].Moreover, some participants preferred more than one learning style in our study. These findings resonated with reports that medical students use different learning styles better to understand various subjects [5, 12].Furthermore, this study observed that visual+aural (VA) is preferred in the bimodal class. Visual+aural+read/write (VAR) is preferred in the trimodal class. However, research findings regarding specific learning style combinations can vary. One study identified auditory and kinesthetic (AK) as the most common bimodal preference, while another study found visual, auditory, and kinesthetic (VAK) to be the most prevalent trimodal combination [16].

The prevalent learning style based on institution showed that in LAUTECH, the Unimodal learning style was most preferred, while the majority in UI preferred Quadmodal. Also, most LAUTECH respondents prefer the Kinesthetic learning method, while UI respondents prefer the Aural learning method. There is evidence suggesting a link between a particular institution's learning environment and students developing a preference for a single learning style (unimodal). All learning styles have their strengths and weaknesses; no one style is inherently superior. Individual variations in learning styles likely stem from unique cognitive abilities [17]. Several factors can directly impact a student's learning process. Understanding these factors empowers educators to tailor teaching methods, potentially improving student performance [18]. Student learning preferences can be influenced by a multitude of variables, including gender, age, sociocultural background, the university's educational and cultural context, self-awareness, life experiences, other learning skills, educator influence, motivation, access to academic support, and mentor's teaching style [8]. However, research on these potential influences has yielded mixed results [19].

It was also observed that learning style shows no statistically significant relationship with age, gender, level and course of study. However, unimodal learning modality was prevalent among the 400 to 600 classes. Furthermore, the unimodal learning style is prevalent across different age groups, among males, whereas the quadmodal learning style is more common among females. Similarly, it was observed that an unimodal learning style is predominant among Medicine students, while most Dentistry students prefer a quadmodal learning style.

Limitations of Study

The cross-sectional design employed in the study captures a singular snapshot of learning style preferences at a specific moment, potentially neglecting the dynamic nature of individual learning preferences that could evolve throughout medical education. Additionally, using self-reported measures to assess learning style preferences introduces the possibility of response bias or subjective interpretation by the participants, potentially compromising the accuracy and reliability of the obtained data. However, it is worth noting that one of the strengths of this study lies in its contribution as the first multi-institutional investigation focusing on learning style preferences among medical students in the Southwestern region of Nigeria. By encompassing multiple institutions, the study provides insights into the preferences of a diverse group of medical students within the specified geographical area. This broadens the understanding of learning style preferences in this specific context and lays the groundwork for future research and interventions targeting medical education in the region.

Identifying students' preferred learning styles plays a crucial role in designing effective educational curriculums. Research on learning styles suggests that incorporating them into curriculum planning and delivery can significantly improve learning outcomes [20]. Furthermore, understanding student learning styles, including their characteristic features and individual differences, allows for a more student-centered approach. This, in turn, necessitates tailoring teaching methods and techniques to cater to these individual variations, ultimately optimizing the learning process.

CV: Curriculum Vitae

Q&A: Questions and Answers

HCPs: Healthcare Professionals

NCDs: Non-Communicable Diseases

LMICs: Low- and Middle-Income Countries

I&D: Innovation and Development

GHD: Global Health Disparities

M&E: Monitoring and Evaluation

PICO: Patient/Population, Intervention, Comparison, Outcome (used in research design)

CME: Continuing Medical Education

NGOs: Non-Governmental Organizations

Ethics approval and consent to participate: Participants received information on the purpose and scope of the study. The respondents were informed that their participation was voluntary and that they would not suffer any consequences if they discontinued the study. Ethical approval was received from the ethical review board of University of Ibadan, Ibadan and Ladoke Akintola University of Technology Ogbomoso. This study adhered to the principles of the Declaration of Helsinki.

Consent for publication: Not applicable

Availability of data and materials: The datasets used and/or analysed during the current study are available from the corresponding author on reasonable request.

Competing interests: The authors declare that they have no competing interests

Funding: No funding was received for this study

Authors' contributions: N.A. and I.J.O. wrote the main manuscript text. S.O., S.A., and D.A. designed the methodology and conducted the data analysis. A.A. and O.A. managed the data collection process and ensured data accuracy. J.O. and A.O. performed the literature search and contributed to the writing and editing of the manuscript. G.A., M.A., and V.F. assisted with the interpretation of results and prepared Tables 1-7. P.O., A.K., G.I., and Y.A.A. provided critical revisions and contributed to the final approval of the manuscript. All authors reviewed and approved the final manuscript.

Acknowledgements: None

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Table 1: Demographic data of participants

	Frequency (n=634)	Percent
Age in Years
< 20	54	8.5
20 – 25	503	79.3
> 25	77	12.1

Level
200	82	12.9
300	101	15.9
400	203	32.0
500	183	28.9
600	65	10.3

School
LAUTECH	200	31.5
UI	434	68.5

Course
Medicine	543	85.6
Dentistry	91	14.4

^{LAUTECH – Ladoke Akintola University of Technology}

^{UI – University of Ibadan}

^{Table 2: VARK mode distribution among Participants N=634}

Variables	Frequency	Percent n=634
Unimodal (N=193) V A R K Bimodal (N = 132)	53 57 36 47	30.4% 27.5 29.5 18.6 23.3 20.8%
VA	51	38.6
VR	20	15.2
VK	10	7.6
AR	35	26.5
AK	7	5.3
RK	9	6.8

Trimodal (N = 136)		21.4%
VAR	70	51.5
VAK	24	17.6
VRK	14	10.3
ARK	28	20.6
Quadmodal (N=173)		27.2%
VARK	173	100
Total	634

Table 3: Learning Style Preference by Gender

Variables	Frequency	Percent	P-value
			0.102
Male
Unimodal	119	33.1
Bimodal	75	20.8
Trimodal	73	20.3
Quadmodal	93	25.8

Female
Unimodal	74	27.0
Bimodal	57	20.8
Trimodal	63	23.0
Quadmodal	80	29.2

Table 4: Prevalent Unimodal Learning Modality by Gender

N = 193	Frequency	Percent	p-value
			0.740
Male
Visual	34	28.6
Aural	34	28.6
Read/Write	23	19.3
Kinesthetic	29	23.5

Female
Visual	19	25.7
Aural	23	31.1
Read/Write	13	17.6
Kinesthetic	19	25.7

Table 5: Learning Style Preference by Institution

	Frequency	Percent	p-value
			0.199
Unimodal	193	30.4
Bimodal	132	20.8
Trimodal	136	21.5
Quadmodal	173	27.3

LAUTECH
Unimodal	68	34.0
Bimodal	37	18.5
Trimodal	48	24.0
Quadmodal	47	23.5

UI
Unimodal	125	28.8
Bimodal	95	21.9
Trimodal	88	20.3
Quadmodal	126	29.0

p >0.05 for comparison of sensory modality preference by institution

Table 6: Prevalent Unimodal Learning Style by School

N = 193	Frequency	Percent	p-value
			p<0.001
Visual	53	27.5
Aural	57	29.5
Read/Write	36	18.7
Kinesthetic	47	24.4

LAUTECH
Visual	10	14.7
Aural	12	17.6
Read/Write	12	17.6
Kinesthetic	34	50.0

UI
Visual	43	34.4
Aural	45	36.0
Read/Write	24	19.2
Kinesthetic	13	10.4

p < 0.001 shows a significant correlation between the institution and Unimodal Learning preference.

Table 7: Relationship between age, level, course of study and learning style

		Unimodal	Bimodal	Trimodal	Quadmodal	p-value	Correlation coefficient
Age (years)	< 20	16 (29.6)	9 (16.7)	15 (27.8)	14 (25.9)	0.15	-0.057
	20 – 25	141 (28.0)	117 (23.3)	105 (20.9)	140 (27.8)
	> 25	36 (46.8)	6 (7.8)	16 (20.8)	19 (24.7)

Level	200	23 (28.0)	16(19.5)	19 (23.2)	24 (29.3)	0.254	-0.045
	300	20 (19.8)	30 (29.7)	18 (17.8)	33 (32.7)
	400	65 (32.0)	43 (21.2)	45 (22.2)	50 (24.6)
	500	63 (34.4)	34 (18.6)	41 (22.4)	45 (24.6)
	600	22 (33.8)	9 (13.8)	13 (20.0)	21 (32.3)

Program	Medicine	166 (30.6)	112 (20.6)	122 (22.5)	143 (26.3)	0.598	0.021
	Dentistry	27 (29.7)	20 (22.0)	14 (15.4)	30 (33.0)

No competing interests reported.

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You are reading this latest preprint version

Assessment of Learning Style Preferences Among Medical Students of Universities in Southwest Nigeria: A Cross-Sectional Study

Status:

Version 1

Abstract

Background

Methods

Results

Conclusion

Introduction

Methodology

Study Area

Study Participants

Study Design

Study Instrument

Sample Size

Sampling Technique

Data Analysis

Result

DISCUSSION

Conclusion

Abbreviations

Declarations

References

Tables

Additional Declarations

Status:

Version 1