The Impact of Learning Styles on Academic Achievements among Undergraduate Mansoura Medical Students and Its Relation to Teaching Methods: A Cross-Sectional Study

Emara, Manar Mahmoud; Dawood, Lamees M; Attia, Afaf Mahmoud; Ahmed, Dalia Alsaied Moustafa; Emam, Nermin Mahmoud; Khairy, Abdulrahman Hesham; Gabr, Heba Elsayed; Elgamal, Mohamed M

doi:10.21608/jhpei.2025.351171.1041

The Impact of Learning Styles on Academic Achievements among Undergraduate Mansoura Medical Students and Its Relation to Teaching Methods: A Cross-Sectional Study

Document Type : Original Article

Authors

¹ Medical Microbiology and Immunology Department, Faculty of Medicine, Tanta University, Tanta, Egypt

² Medical biochemistry and molecular biology, Faculty of Medicine, Tanta University, Tanta, Egypt

³ Forensic Medicine and Clinical Toxicology Department, Faculty of Medicine Mansoura University, Mansoura, Egypt

⁴ Faculty of Medicine Mansoura University, Mansoura, Egypt

⁵ Shebien Alkoom Teaching Hospital, Shebien Alkoom, Egypt

10.21608/jhpei.2025.351171.1041

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.

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