Comparative analysis of learning styles among students in preparatory programs for higher education entrance exams: general course versus medical-specific course

Considering that Generation Z has a learning profile distinct from previous generations, preparing students for university poses a pedagogical challenge. This cross-sectional study investigates the learning styles (LS) of students enrolled in preparatory courses for university entrance exams, known as vestibulares in Brazil, aiming to support the development of student-centered pedagogical strategies. A total of 280 students from the General Preparatory Course (GPC) and the Specific Preparatory Course for Medical School Entrance Exams (MPC) were assessed using the Felder and Silverman Learning Style Index (ILS). Gender, age, and exam preparation time were also analyzed. Data were subjected to bivariate analysis and logistic regression (SPSS; p < 0.05; 95% CI). The GPC group represented 72.9% of the sample; the average age was 18.9 ± 1.9 years; 56.4% were female; and 75.7% were in their first year of preparation. The most prevalent LS were visual (59.6%), sensorial (58.2%), sequential (45.0%), and active (36.8%). MPC students were more visual, sensorial, and sequential than GPC students, with a statistically significant difference in the sensorial style. No significant differences were found by gender, age, or preparation time. These results highlight the importance of tailoring university teaching strategies to the learning preferences of newer student generations.