A Phenomenological Exploration of Experiences Related to Learning Styles Among Undergraduate Medical Students in a Barbadian Medical School

Nkemcho Ojeh; Heather Harewood; Natalie Greaves; Natasha Sobers; Koelle Boyce; Paula Michele Lashley; O Peter Adams; Joanne Paul-Charles; Md Anwarul Azim Majumder

doi:10.2147/AMEP.S428012

A Phenomenological Exploration of Experiences Related to Learning Styles Among Undergraduate Medical Students in a Barbadian Medical School

Adv Med Educ Pract. 2023 Oct 5:14:1105-1118. doi: 10.2147/AMEP.S428012. eCollection 2023.

Authors

Nkemcho Ojeh¹, Heather Harewood¹, Natalie Greaves¹, Natasha Sobers², Koelle Boyce³, Paula Michele Lashley¹, O Peter Adams¹, Joanne Paul-Charles¹, Md Anwarul Azim Majumder¹

Affiliations

¹ Faculty of Medical Sciences, The University of the West Indies, Cave Hill Campus, Bridgetown, Barbados.
² George Alleyne Chronic Disease Research Centre, The University of the West Indies, Cave Hill Campus, Bridgetown, Barbados.
³ Campus Quality Assurance Office, The University of the West Indies, Cave Hill Campus, Bridgetown, Barbados.

Abstract

Introduction: Learning style (LS) frameworks have been implemented by educators to promote participatory learning in order to strengthen learner engagement and to enhance learning outcomes. Self-efficacy has been shown to have an association with learning style and is a predictor of clinical performance and other qualities in medical students. This study examined the perspectives of second and final year medical students in a Caribbean-based medical school, relative to their learning approaches, teaching exposures and preparation for assessments.

Methods: An interpretivist qualitative approach was used to analyze data from two focus groups, conducted as part of a sequential mixed-methods study (November 2018-February 2019) with medical students in the second and final year of study. Discussions were audio-recorded, transcribed verbatim, and inductively coded with in-depth thematic analysis assisted by NVivo software.

Results: Six Year 2 (Female: Male = 5:1) and seven Year 5 (Female: Male = 5:2) participants, ranging between 18 and 34 years and with a range of LS were recruited into the study. Analysis and data reduction produced three organizing themes: "Dynamics of information delivery and acquisition", "Pivoting", and "LS identification, awareness and mutability", and the global construct "Individual and environmental factors modulate the influence of LS preference in triggering self-efficacy". In managing information received in class, students used textbooks, YouTube videos, and collaborative learning to augment perceived gaps in lectures and their personal notes. Learning style self-awareness is useful for facilitating self-efficacy throughout medical school, especially at points of transition within the programme of study.

Conclusion: LS theory and testing appear to be useful for student and teacher awareness. In practice, honing students' adaptability to varying learning settings may be more relevant in helping students achieve self-efficacy.

Keywords: Caribbean; VARK questionnaire; focus group discussion; pre-clinical and clinical education; self-efficacy.