Related Experiment Video
Updated: May 15, 2026
Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques
Published on: December 9, 2022
Learning styles of postgraduate and undergraduate medical students
Irfan Shukr1, Roop Zainab, Mowadat H Rana
1Department of Surgery, Armed Forces Postgraduate Medical Institute, Rawalpindi, Pakistan.
Objective:
To compare learning styles of undergraduate and postgraduate medical students.
Study Design:
Observational, comparative study.
Place And Duration Of Study:
Department of Medical Education, Army Medical College, NUST, Rawalpindi, Pakistan, during February and March 2012.
Methodology:
A total of 170 students were divided into two equal groups of undergraduate students of Army Medical College, and postgraduate students of Armed Forces Post Graduate Medical Institute, Rawalpindi. Learning Style Questionnaire (LSQ) was used to assess and categorize the participants into Honey and Mumford classification of learning styles. The responses of each student ranging from 'very strong,' 'strong', 'moderate', and 'low' preference towards activist, theorist, reflector and pragmatist learning styles were compiled. The two groups were compared using SPSS version 17, using Fisher's exact test and the chi-square test. A p-value of $lt; 0.05 was considered significant.
Results:
Preferences for all four learning styles were present in both groups. The results reveal an overall statistically significant difference in the 'very strong' preference in learning styles between the two study groups (p=0.002). Among the undergraduate students, 45% had a very strong preference for being an activist, whereas in postgraduate students, 38% had very strong preference for reflector, and 35% for theorist. This was statistically significant for activist, and reflector, and attained a p-value of < 0.001, for activist, and of 0.018 for reflector. The most uncommon 'very strong', and 'strong preference' for learning style was pragmatist in both undergraduate and postgraduate students.
Conclusion:
Diversity of learning styles at undergraduate and postgraduate level of medical education calls for multiplicity of instructional and assessment modalities to match them. The learning styles amongst the undergraduate medical students are different from the postgraduates. The postgraduates commonly have the reflector learning style while the undergraduates are predominantly activists and theorists.
Related Concept Videos
02:16Surveys
02:07Blind Procedures
01:50Cross-Sectional Research
01:21Barriers to Effective Communication II
Cultural barriers:
Differences in values, beliefs, religion, knowledge, and tradition can significantly impact communication. Awareness of nonverbal cues is critical, especially when conversing with a patient from a different culture. What appears appropriate in one culture may be inappropriate in another.
Semantic barriers:
As a result of their tendency to use...
01:26Methods of Documentation II: POMR
01:15Study Design in Statistics
Does aspirin reduce the risk of heart attacks? Is one brand of fertilizer more effective at growing roses than another? Is fatigue as dangerous to a driver as the influence of alcohol? Questions like these are answered using randomized experiments with proper...