Learning style-based teaching harvests a superior comprehension of respiratory physiology.
Students entering medical college generally show vast diversity in their school education. It becomes the responsibility of teachers to motivate students and meet the needs of all diversities. One such measure is teaching students in their own preferred learning style. The present study was aimed to incorporate a learning style-based teaching-learning program for medical students and to reveal its significance and utility. Learning styles of students were assessed online using the visual-auditory-kinesthetic (VAK) learning style self-assessment questionnaire. When respiratory physiology was taught, students were divided into three groups, namely, visual (n = 34), auditory (n = 44), and kinesthetic (n = 28), based on their learning style. A fourth group (the traditional group; n = 40) was formed by choosing students randomly from the above three groups. Visual, auditory, and kinesthetic groups were taught following the appropriate teaching-learning strategies. The traditional group was taught via the routine didactic lecture method. The effectiveness of this intervention was evaluated by a pretest and two posttests, posttest 1 immediately after the intervention and posttest 2 after a month. In posttest 1, one-way ANOVA showed a significant statistical difference (P=0.005). Post hoc analysis showed significance between the kinesthetic group and traditional group (P=0.002). One-way ANOVA showed a significant difference in posttest 2 scores (P < 0.0001). Post hoc analysis showed significance between the three learning style-based groups compared with the traditional group [visual vs. traditional groups (p=0.002), auditory vs. traditional groups (p=0.03), and Kinesthetic vs. traditional groups (p=0.001)]. This study emphasizes that teaching methods tailored to students' style of learning definitely improve their understanding, performance, and retrieval of the subject.
Department of Physiology, Dhanalakshmi Srinivasan Medical College and Hospital, Perambalur, Tamilnadu, India; anbarasi.physio@gmail.com dr_anbarasi@yahoo.com.
M
M
Anbarasi
Department of Paediatrics, Dhanalakshmi Srinivasan Medical College and Hospital, Perambalur, Tamilnadu, India; and.
G
G
Rajkumar
Department of Physiology, Chennai Medical College Hospital and Research Center, Trichy, Tamilnadu, India.
S
S
Krishnakumar
Department of Physiology, Chennai Medical College Hospital and Research Center, Trichy, Tamilnadu, India.
P
P
Rajendran
Department of Physiology, Dhanalakshmi Srinivasan Medical College and Hospital, Perambalur, Tamilnadu, India;
R
R
Venkatesan
Department of Physiology, Dhanalakshmi Srinivasan Medical College and Hospital, Perambalur, Tamilnadu, India;
T
T
Dinesh
Department of Physiology, Dhanalakshmi Srinivasan Medical College and Hospital, Perambalur, Tamilnadu, India;
J
J
Mohan
Department of Physiology, Dhanalakshmi Srinivasan Medical College and Hospital, Perambalur, Tamilnadu, India;
S
S
Venkidusamy
D000704:Analysis of Variance; D032882:Comprehension / Q000502:physiology*; D003479:Curriculum; D004504:Education, Medical, Undergraduate / Q000379:methods; D004521:Educational Measurement / Q000379:methods*; D005260:Female; D006801:Humans; D008297:Male; D010827:Physiology / Q000193:education*; D018794:Problem-Based Learning / Q000379:methods*; D058996:Quality Improvement; D012143:Respiratory Physiological Phenomena; D012577:Schools, Medical / Q000458:organization & administration; D055815:Young Adult
VAK learning style; didactic lecture; learning style-based teaching; mechanics of ventilation