The Impact of Learning Styles on Academic Achievements among Undergraduate Mansoura Medical Students and Its Relation to Teaching Methods: A Cross-Sectional Study | ||||
| Journal of Health Professions Education and Innovation | ||||
| Article 1, Volume 2, Issue 2, July 2025, Page 1-13 PDF (1.05 MB) | ||||
| Document Type: Original Article | ||||
| DOI: 10.21608/jhpei.2025.351171.1041 | ||||
 View on SCiNiTO | ||||
| Authors | ||||
Manar Mahmoud Emara1; Lamees M Dawood2; Afaf Mahmoud Attia3; Dalia Alsaied Moustafa Ahmed3; Nermin Mahmoud Emam3; Abdulrahman Hesham Khairy4; Heba Elsayed Gabr5; Mohamed M Elgamal  3
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| 1Medical Microbiology and Immunology Department, Faculty of Medicine, Tanta University, Tanta, Egypt | ||||
| 2Medical biochemistry and molecular biology, Faculty of Medicine, Tanta University, Tanta, Egypt | ||||
| 3Forensic Medicine and Clinical Toxicology Department, Faculty of Medicine Mansoura University, Mansoura, Egypt | ||||
| 4Faculty of Medicine Mansoura University, Mansoura, Egypt | ||||
| 5Shebien Alkoom Teaching Hospital, Shebien Alkoom, Egypt | ||||
| Abstract | ||||
| Background: Learning styles are habits the learners adopt to perceive, analyze, and interpret their knowledge. The aim of the present cross-sectional study is to determine the impact of the learning styles on academic achievements and assess its relation to teaching methods. Method: Fifth-year medical students from Mansoura University's conventional and Manchester programs, Egypt, answered learning style scales (VARK questionnaire) and an additional questionnaire concerning the various teaching methods. Furthermore, Students’ academic achievement data were obtained from the Grade Center (semester 9: 2023–2024). Results: The results revealed that the unimodal learning style was adopted in 46% and 49.6% of students while the multimodal styles were adopted by 54% and 50.4%, in conventional and Manchester students, respectively. The preferred modes of learning by unimodal students were mostly kinesthetics in both programs. Among conventional program students, 63.6% preferred interactive lectures, whereas 71% of Manchester program students favored themed case discussions. High-achieving students obtained grade A, in both educational programs were strongly associated with kinesthetic learning styles and interactive lectures. Conclusion: This study highlights the crucial role of recognizing learning styles to optimize academic achievements among medical students and warrants further investigation for tailoring learning policies in medical education. | ||||
| Keywords | ||||
| VARK; Learning styles; Teaching Methods; Conventional Program; Manchester Program | ||||
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