LEARNING PREFERENCE PATTERNS AMONG 1ST-YEAR MBBS STUDENTS USING THE VISUAL, AURAL, READ/WRITE AND KINESTHETIC FRAMEWORK: A CROSS-SECTIONAL STUDY

Objective: Mapping learning preferences at entry into the MBBS course may help faculty design teaching sessions that are more responsive to learner diversity.The present study aims to evaluate the VARK learning preferences among first-year MBBS students. Methods: This cross-sectional questionnaire-based study was conducted among 235 first-year MBBS students The VARK questionnaire version 8.02 was administered using an online Google Form. The data was analysed using descriptive statistics, Chi-square/Fisher’s exact test, Mann–Whitney U test, Friedman test and Spearman’s correlation. Results: Of the 238 students recorded, 164 (68.9%) were females and 74 (31.1%) were males. The mean age was 19.30±1.41 years. Complete VARK data were available for 235 students. Multimodal learning was predominant [157/235 (66.8%)], with bimodal learning being the single most frequent mode [85/235 (36.2%)]. The distribution of learning modes did not differ significantly by gender (p=0.983). The highest mean component score was observed for Kinesthetic learning (8.98±3.89), followed closely by Aural learning (8.83±3.86), and the four VARK component scores differed significantly within participants (p<0.001). The most frequent specific learning preference was Aural-Kinesthetic [42/235 (17.9%)]. Among unimodal learners, Kinesthetic preference was dominant [37/78 (47.4%)]. Older students aged 20-22 years showed higher Visual (p=0.009) and Read/Write scores (p=0.018) than those aged 18-19 years. Spearman analysis showed the strongest positive correlation between Visual and Read/Write scores (p<0.001). Conclusion: First-year MBBS students demonstrated predominantly multimodal learning preferences, with a strong kinesthetic and aural orientation. The the use of blended, active, discussion-based and hands-on teaching strategies rather than reliance on a single teaching format