ArticleJournal of family & community medicine
Learning preferences of undergraduate medical students in a tertiary care teaching institution: A cross-sectional study.
Article in Journal of family & community medicine. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
0 citing papers in PubMed.
No citing paper in PubMed yet.
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
3 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundLearning preferences influence how students acquire and engage with knowledge. Understanding these preferences is important for aligning instructional strategies with learner needs in medical education. This study assessed the learning preferences of undergraduate medical students and evaluated their perceptions of existing teaching modalities. MATERIALS AND
methodsA cross-sectional study was conducted on 395 undergraduate medical students from June 2025 to February 2026 (9 months) at a tertiary teaching institution. Learning preferences were assessed using the validated version 9.2 of visual, auditory, read/write, and kinesthetic (VARK) questionnaire, which categorizes learners as unimodal (single learning modality), bimodal (two modalities), trimodal (three modalities), or quadmodal (all four modalities) based on their VARK scores. Perceptions on lectures, practical, and clinical teaching modalities were also assessed. Data analysis included descriptive statistics; test for statistical significance performed using Chi-square or Fisher's exact tests, as appropriate, at 5% significance level.
resultsUnimodal learning preferences were observed in 50.1% of students, with kinesthetic learning being the most common (37.2%). For 49.9%, multimodal preferences were identified, with auditory-kinesthetic as the predominant combination (16.7%). Clinical teaching received the highest mean satisfaction score (6.99 ± 1.90), followed by practical sessions (6.77 ± 1.71), while lecture-based teaching received the lowest score (6.14 ± 1.75). No statistically significant association was observed between learning preferences and gender (
conclusionThe predominance of kinesthetic and multimodal learning highlights the need for active, experiential, and blended teaching strategies in undergraduate medical education.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.