Learning style preferences of preclinical medical students in a Malaysian university

Method: To explore the pattern of preferred learning styles of 82 students, we administered the VARK questionnaire to the participants. To assess self-esteem, Rosenberg self-esteem questionnaire was used and the academic performance was based on the overall results of the formative assessments. Results: Among the respondents, 84% preferred multimodal style of learning. Out of that, dual, trimodal and quadrimodal styles were preferred by 8.5%, 2.4% and 73.2% respectively. The remaining 16% of the students preferred single mode. Female students had more diverse learning style preferences with several VARK combinations. A large proportion of our students were in the average group in terms of self- confidence and academic performance. Conclusion: Most students in this study preferred multimodal inputs in their learning process. Our study did not reveal any major gender differences in preferred learning styles. The results of selfesteem, learning style preference and academic performance did not have any bearing on each other.