Profiling learning approaches among Saudi postgraduate medical trainees: advancing education in the Vision 2030 era

Learning approaches among postgraduate trainees varied by sex and academic experience, with policy-relevant implications. These findings highlight the need for personalized, competency-based educational frameworks that account for diverse learner profiles. Tailored pedagogical strategies, informed by these patterns, can enhance workforce preparedness, support equitable training opportunities, and inform healthcare education policy reforms aligned with Vision 2030.