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Updated: Apr 14, 2026

Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques
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[Kolb's learning styles in medical students].

Raúl A Borracci1, Eduardo B Arribalzaga

  • 1Bioestadística, Facultad de Ciencias Biomédicas, Universidad Austral, Argentina.

Medicina
|April 29, 2015
PubMed
Summary

Kolb

Area of Science:

  • Medical Education Research
  • Educational Psychology
  • Student Success Studies

Context:

  • Prospective cohort study involving 116 medical students at a private Argentine university.
  • Longitudinal follow-up from 2005-2011 to assess academic outcomes.
  • Investigated the correlation between Kolb's learning styles and medical career progression.

Purpose:

  • To examine the relationship between Kolb's learning styles and academic success or failure in medical students.
  • To identify specific learning style tendencies associated with graduation, delay, or abandonment of medical studies.
  • To compare findings with existing literature on learning styles in higher education.

Summary:

  • 50% of students graduated, 24.1% abandoned, and 25.9% were delayed.
Keywords:
academic performancelearning stylesmedical studentsteaching

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  • Assimilator (60.3%) was the most prevalent learning style.
  • Convergent or undefined learning styles were linked to a higher likelihood of career abandonment, while delayed students exhibited more theoretical and reflexive styles.

    • Impact:

    • Findings suggest that specific learning styles (convergent, undefined) may predict attrition in medical school.
    • Identifies potential differences in learning style prevalence or impact compared to other studies.
    • Highlights the importance of considering learning style profiles in medical student support and curriculum design.