Does learning style preferences influence academic performance among dental students in Isfahan, Iran?

Purpose The present study aimed to identify the learning preferences of dental students and to characterize their relationship with academic performance at a dental school in Isfahan, Iran. Methods This cross-sectional descriptive study included 200 undergraduate dental students from October to November 2016. Data were collected using a 2-part questionnaire. The first part included demographic data, and the second part was a Persian-language version of the visual, aural, read/write, and kinesthetic questionnaire. Data analysis was conducted with the chi-square test, 1-way analysis of variance, and multiple linear regression. Results The response rate was 86.6%. Approximately half of the students (51.5%) had multimodal learning preferences. Among the unimodal group (48.5%), the most common mode was aural (24.0%), followed by kinesthetic (15.5%), reading-writing (8.0%), and visual (1.0%). There was a significant association between academic performance and the reading/writing learning style preference (P< 0.01). Conclusion Multimodal learning styles were the most preferred. Among single-mode learning styles, the aural style was most common, followed by the kinesthetic style. Students with a reading/writing preference had better academic performance. The results of this study provide useful information for preparing a more problem-based curriculum with active learning strategies

Do learning style preferences influence academic performance among dental students in Isfahan, Iran?

The present study aimed to identify learning preferences among dental students in Isfahan, Iran and to characterize the associations between learning preferences and past academic performance, as represented by students’ grade point average (GPA). This research was performed as a descriptive-cross sectional study from October to November 2016 at the Dental School of Isfahan University of Medical Sciences, Isfahan, Iran. The participants consisted of undergraduate dental students, and were divided into 2 groups, depending on whether they were in the preclinical course (second-year) or the clinical course (fourth, fifth and sixth year). First-year dental students were not included because they had not yet attained a GPA. Students who chose not to complete the questionnaire were excluded as well