IJSRP, Volume 2, Issue 9, September 2012 Edition [ISSN 2250-3153]
Usha G Shenoy, Karthiyane Kutty, Vinutha Shankar MS, Nachal Annamalai
Learning style is the way students begin to focus on the process, internalize, and remember new and difficult information. In the medical college, students of different culture, background, environment and knowledge have varied learning styles and approaches. We observed that our I year MBBS students predominantly had unimodal learning style. In the later years of their course they examine patients and have more interactive sessions. We decided to evaluate if this change in teaching learning methods influenced their learning style. This study was conducted by department of physiology at Sri Devaraj Urs Medical College Tamaka, Kolar. The learning style of the students was determined by using visual, auditory, kinesthetic (VAK) questionnaire. 199 students who were involved in the study during the I year MBBS course were administered questionnaire when they were in final year to assess their learning style. We have observed that in the I year MBBS the unimodal learning style was 62.31%, bi modal was 25.62% and trimodal 12.06% but during the final MBBS the learning style of unimodal was 47.73% bimodal was 30.15% and trimodal was 22.11%. The multi modal learning style has increased from 12.06% to 22.11% in final year MBBS. This could be because, in their I year teaching learning method is confined to blackboard and question answer type. From II year onwards they are exposed to patient interview, clinical examination, problem solving, reasoning, interactive sessions that stimulate two or more modalities of learning, and they shift from the unimodal to multimodal learning style.