Changes in the VARK Learning Style from the First to the Second Preclinical Year of Medical Students: A Follow-up Cross-sectional Questionnaire Study in a Thai Medical School
Issued Date
2023-01-01
Resource Type
eISSN
22288082
Scopus ID
2-s2.0-85151910516
Journal Title
Siriraj Medical Journal
Volume
75
Issue
3
Start Page
181
End Page
190
Rights Holder(s)
SCOPUS
Bibliographic Citation
Siriraj Medical Journal Vol.75 No.3 (2023) , 181-190
Suggested Citation
Maprapho P., Sitticharoon C., Maikaew P., Lertsiripatarajit V., Keadkraichaiwat I., Charoenngam N. Changes in the VARK Learning Style from the First to the Second Preclinical Year of Medical Students: A Follow-up Cross-sectional Questionnaire Study in a Thai Medical School. Siriraj Medical Journal Vol.75 No.3 (2023) , 181-190. 190. doi:10.33192/smj.v75i3.260867 Retrieved from: https://repository.li.mahidol.ac.th/handle/123456789/82519
Title
Changes in the VARK Learning Style from the First to the Second Preclinical Year of Medical Students: A Follow-up Cross-sectional Questionnaire Study in a Thai Medical School
Author's Affiliation
Other Contributor(s)
Abstract
Objective: This study aimed to determine percentage of students who changed (change group) and did not change (no-change group) in the visual (V)–aural (A)–reading/writing (R)–kinesthetic (K) learning style from the first (Preclinic1) to the second (Preclinic2) preclinical year; and compare academic performance (GPA, percentile of GPA, and achievement of study targets) and stress levels between these groups. Materials and Methods: The VARK and research questionnaires were sent to students of the 2019 class at the end of Preclinic1 and again at Preclinic2. GPA and percentile of GPA were obtained from academic records while achievement of study targets and stress levels were from the research questionnaire. Results: Most students were multimodal learners (65.03% in Preclinic1 and 69.51% in Preclinic2). From Preclinic1 to Preclinic2, 69.3% of students changed and 30.7% of students did not change their learning preferences. In Preclinic1 and Preclinic2, GPA and percentile of GPA were higher in the no-change compared with the change group (p<0.01 all). GPA in the change group was lower in Preclinic2 than that in Preclinic1 (p<0.001). Achievement of study targets and stress levels of the change group in Preclinic2 were lower than theirs in Preclinic1 and those of the no-change group in Preclinic2 (p<0.05 all). The students who changed their learning preferences might need to adapt to their new learning preferences probably leading to lower academic capability but less stress. Conclusion: Students changed their learning preferences around 70% from Preclinic1 to Preclinic2. The change group exhibited lower academic capability but less stress.