Exploring learning styles and academic performance among medical students: Insights from Jazan University

ABSTRACT Background: Evolving medical education necessitates students developing comprehensive knowledge, skills, and competencies. This highlights the importance of understanding students’ learning styles (LSs) and preferences to optimize educational strategies. LSs refer to how individuals absorb and process information, playing a critical role in improving the efficiency of their learning experiences. Aims: This study examined the LSs of medical students and their correlation with academic performance at the Faculty of Medicine, Jazan University in Saudi Arabia. Settings and Design: A cross-sectional study was conducted among 2 nd - and 4 th -year students during the academic year 2021–2022. Subjects and Methods: Data were collected using an electronically distributed validated Arabic version of the VARK questionnaire. Statistical Analysis Used: Data from 306 participants were analyzed using the Statistical Package for the Social Sciences software version 25.0 to determine the frequencies of variables and investigate the correlation between LSs and cumulative grade point average (cGPA) and student level using Pearson’s Chi-squared test; a P < 0.05 was considered significant. Results: Auditory learning (61.3%, n = 98) was predominant among 2 nd -year students, while 4 th -year students favored kinesthetic learning (58.8%, n = 94), reflecting a shift towards experiential learning. The bimodal LS model was the most prevalent among students and was significantly associated with higher academic performance. No significant gender-based differences in LS preferences were found. Fourth-year students exhibited significant relationships between LS and cGPA, particularly favoring kinesthetic and visual styles. Conclusions: Recognizing students’ preferences can enhance teaching effectiveness and student engagement, ultimately improving academic outcomes in medical education. These insights advocate for personalized learning environments that accommodate varied learning needs, fostering better educational experiences and professional preparedness.