Entering learning style preferences and performance on content of multiple-choice exams during the initial two years of medical school

The purposes of this study were to: characterize learning style preferences of entering medical students, analyze responses to the learning styles instrument (Soloman and Felder's Index of Learning Styles), and investigate relationships between learning style preferences and performance by content area on multiple-choice question learning assessments. It was hoped that this research would inform learners at the school of the study and possibly optimize the learning experience for all participants.; A convenience sample of four consecutive entering classes at one of the "community-based" medical schools in the United States were administered the learning style preference instrument prior to beginning medical studies and multiple-choice question learning assessments at regular intervals during their first two years of study. Responses were used to characterize entering learning style preferences and psychometrically evaluate the instrument for use with medical students. Responses from the first two cohorts were used for investigating the associations of learning styles with academic performance.; The 239 entering medical students were 51.9% female and selected for nearly the entire available range of learning style preferences but over half selected for sensing perceiving, visual input, and balanced processing and understanding. Cronbach coefficient alphas, correlation analysis, and confirmatory factor analysis affirmed the use of the instrument in medical students and the learning style structure proposed by its authors. Correlations and univariate regressions over two years of responses did not yield significant relationships or predictions. However, learning style preference scores did predict Microbiology and Immunology multiple-choice question examination performance during the first semester (R2 = .108, p = .013).; The results were discussed in terms of their relationship to learning, teaching and assessment. The experience of medical school may inform learning style preferences. Medical students may represent successful learners who adapt to the demands of a learning situation irrespective of their individual preferences.