Learning Styles of Newly Enrolled Medical Students With Different Routes of Admission

10.6145/jme.202306_27(2).0004

Hsiang-Chin Hsu；Shuen-Lin Jeng；Hsin-I Shih；Tzu-Ching Sung；Su-Pin Hung；Yu-Chiao Huang；Wei-Ren Yao；Shyh-Jou Shieh

learning styles ； interview ； medical students ； multiple intelligence

Journal of Medical Education

27卷2期（2023 / 06 / 01）

125 - 137

英文

Background: Learning styles are the complex ways in which one learns material most efficiently and effectively. They are a good predictor of one's preferred learning behaviors. Objectives: This study was designed to determine learning style patterns among newly enrolled medical students with different admission routes. Methods: This was a cross-sectional analytical study involving 248 newly enrolled first-year medical students. The Memletic Learning Style Inventory was applied as the assessment instrument. Latent class analysis was applied to determine different learning pattern classes. Results: There were no significant differences in learning styles between the students with different acceptance methods. Latent class analyses showed four latent learning classes. Both gender and acceptance routes differed significantly among the learning style classes. Conclusion: In the application process, interviews can screen for students with mixed aural-verbal-visual classes of learning styles. Examinations can identify students with logical-type and solitary-type learning styles. This study can improve our understanding of student learning patterns and help in designing learner-specific courses and effective curricula.

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