Analysis of Preferred Learning Modalities of health care professional students in a multi-cultural University; United Arab emirates

Abstract

Aims: The objective of this study was to identify the preferred learning modalities of health professional students using VARK and to compare the differences (if any) in the programs.

Settings and Design:  A descriptive cross sectional survey  among students of three  colleges of health professional programs in  RAK medical and Health Sciences University, Ras Al Khaimah, UAE

Methods and Material: A descriptive study design was conducted among a consecutive sample of 351 students from three colleges of health professional programs: Nursing (187), Medical (54) and Pharmacy (110).  Following an appropriate institutional board approval and utilizing a standardized self-administered “VARK” inventory (Visual, Aural, Read/write, Kinaesthetic), version 7.8  After data collection, VARK scores were computed for each respondent and sent to the publisher for interpretation and categorization of learning preference. Other categorical variables were analysed using SPSS version 24.0.

Results: Findings showed that 126 (35.9%) were between 18-20 years, 171 (35.9%) were unimodal learners, out of which 19.1% were kinesthetic. Among the bimodal and trimodal categories, 5.98% were AK (Aural, Kinesthetic) and VAK (Visual, Aural and kinesthetic). Whereas multimodal learning modality was preferred by 70 (19.9%).  Approximately 238 (67.8%) preferred TBL (Team-based leaning) and 107 (30.5%) case studies/ presentations. The difference by colleges showed that most students were unimodal learners: Nursing (89%), pharmacy (58%), and medical college (24%).

Conclusions: Learning preferences was not statistically associated with demographic characteristics and program of study. Teachers can use the data to structure teaching styles   to   enhance learning.