Exploring the Preferred Learning Style for Gross Anatomy among Undergraduate Medical Students in Pakistan: An Analysis Using the Index of Learning Styles Questionnaire

Background: Learning styles encompass a student's mindset, influences, and actions that aid their learning within a specific context. Students frequently employ a blend of learning styles, with no inherent correctness or incorrectness associated with any particular style Objective: Exploring the preferred learning styles for gross anatomy among undergraduate medical students in Pakistan is essential for academic trainers to tailor educational approaches effectively, enhancing student learning and outcomes. Methodology: A cross-sectional survey was conducted on 522 undergraduate medical students enrolled in a gross anatomy course, utilizing The Index of Learning Styles questionnaire (ILS). Participants were chosen through non-probability consecutive sampling. The collected data was analyzed employing SPSS 21.0. Results: The analysis revealed that the predominant learning styles among these students were active (54.9%), sensing (85.1%), visual (81.2%), and sequential (74.4%). While we attempted to identify preferred learning styles for specific anatomical regions, no particular domain emerged as dominant. However, the active/reflective dimension was favored by learners specifically during the study of the head and neck region. Conclusion: To optimize learning outcomes in gross anatomy courses for undergraduate medical students in Pakistan, integrating knowledge of preferred learning styles with teaching methodologies like the flipped classroom method is crucial. By incorporating active, sensing, visual, and sequential learning elements into course activities, designers can create a more engaging and effective learning experience.