Associate Professor of Health Education and Promotion, School of Health, Mashhad University of Medical Sciences, Mashhad, Iran.
MSc of Health Education and Promotion, Mashhad University of Medical Sciences, Mashhad, Iran.
Mashhad University of Medical Sciences, Mashhad, Iran.
Department of Medical Education, Faculty of Medicine, Tehran University of Medical Sciences, Tehran, Iran.
Background: Learners have vastly different learning styles, depending on their preference, psychological preparedness, and the condition of their senses. Identification of learning styles is essential in choosing effective teaching methods. The present study aimed to identify the learning styles of health students and examine the relationship between learning styles and the level of Internet skills and information technology.
Materials and Methods: In this cross-sectional study, 120 students from the School of Health at Mashhad University of Medical Sciences (Iran), were selected by the non-probability sampling method. Data were collected using Felder- Silverman index of learning styles and the researcher-made questionnaire. Data were analyzed using SPSS software (version 13.0).
Results: Out of 120 the distributed questionnaires, 99 questionnaires were returned (response percentage = 82.5%). The mean age of students was 21.91 + 3.785 years, and 79.8% were single. The students’ preferred learning styles vary across active, sensory, visual, and global styles. There was a statistically significant relationship between the students’ learning styles in terms of processing dimension and gender and field of study (p<0.05). There was also a statistically significant relationship between the learning style in terms of input dimension and marital status, so that single students leaned toward verbal and married students toward visual styles (p<0.05). There was no statistically significant relationship between students’ learning styles and Internet skills and information technology.
Conclusion: The preferred learning styles of health students were active, sensory, visual, and global styles. Due to the diversity of learning styles among health students, the teaching style should be selected based on their gender, field of study, and educational levels.