Investigation of Motor Imagery Ability and Academic Achievement of Physiotherapy and Rehabilitation Undergraduate Students According to Learning Style

Objective: The aim of physiotherapy and rehabilitation education is to equip students with essential motor skills and clinical competencies. Various methods have been proposed to enhance the quality of practical training, one of which is motor imagery (MI). However, the suitability of MI for different learning styles and its impact on academic achievement remain unclear. This study aimed to compare MI abilities and academic achievement among physiotherapy students with different learning style preferences. Material and Methods: This single-center, cross-sectional study included 214 physiotherapy students. MI abilities were assessed using the Movement Imagery Questionnaire-3 and learning style preferences were determined with the Kolb Learning Styles Inventory-3. Students’ grade point averages (GPAs) were recorded. Results: No statistically significant differences were found in MI abilities among students with different learning style preferences (p> 0.05). However, academic achievement differed significantly according to learning styles (p <0.05). Students with an accommodating learning style had the highest academic achievement, followed by those with converging and assimilating styles, while students with a diverging learning style had the lowest academic performance (Mean GPA: 2.86, 2.73, 2.65, and 2.20, respectively). Additionally, learning style preferences varied significantly across academic years (p <0.05). Conclusion: Differences in learning styles affect individuals' academic success. MI, a technique frequently used in motor skill acquisition, is a technique that can be applied to individuals who adopt different learning styles. Keywords: Physiotherapy and rehabilitation education, learning styles, motor imagery.