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Published on: June 10, 2021
Evidence on Learning Style Preferences Among Clinical Students in Nigeria Using the Visual, Aural, Read/Write, and
Stella Ufuoma Rotifa1, Ebi Bio Awotua-Efebo2, Prayer Abu Owapiriba3
1Department of Community Medicine, Federal Medical Centre Yenagoa, Yenagoa, Nigeria.
JMIR Formative Research
|July 10, 2026
Summary
Nigerian medical students prefer kinesthetic and auditory learning styles. Educators should use blended teaching methods, incorporating hands-on and discussion-based activities to enhance clinical education and prepare students for practice.
Area of Science:
- Medical Education Research
- Learning Sciences
- Health Professions Education
Background:
- Understanding medical student learning is crucial for effective clinical education.
- Limited evidence exists from sub-Saharan Africa regarding learning styles.
- Aligning teaching with learner preferences can improve knowledge retention and patient care quality.
Purpose of the Study:
- To identify predominant learning style preferences among Nigerian clinical students.
- To investigate the influence of demographic and academic factors on these preferences.
- To provide insights for improving clinical pedagogy.
Main Methods:
- A cross-sectional survey of 200 clinical students (400-600 level) at Niger Delta University.
- Utilized the validated Visual, Aural, Read/Write, Kinesthetic (VARK) inventory.
- Descriptive statistics and chi-square/Fisher exact tests analyzed learning style distributions and associations.
Main Results:
- Over half of students preferred unimodal (52.5%) or multimodal (47.5%) learning.
- Kinesthetic (60.5%) and auditory (55%) were the most common dominant preferences.
- Visual preference was higher in males (P=.03), and read/write preference varied by study year (P=.02).
Conclusions:
- Nigerian clinical students predominantly favor kinesthetic and auditory learning styles.
- Nearly half of students exhibit multimodal learning preferences.
- Blended instructional designs incorporating diverse methods are recommended for enhanced clinical training.
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