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Learning style can be defined as a set of unique and specific approaches employed by individuals during the process of studying. According to education theory scholars, there is a correlation between using a particular learning style and school performance (Samarakoon, Fernando, Rodrigo, & Rajapakse, 2013).
Based on individual preferences for a specific learning approach, all students can be categorized as visual, aural, read/write, and kinesthetic learners. Those learners who show a predisposition for one learning style are being classified as unimodal and those who prefer two or more approaches to study fall into the multimodal category (Samarakoon et al., 2013).
I did not know my learning style before this assessment. Its results revealed that I am a visual learner. Those who prefer a visual approach to study are usually characterized by a proclivity for observation, PowerPoint presentations, and graphics to enhance their knowledge of a topic. I believe that being aware of one’s learning style can be beneficial to both students and teachers alike as it facilitates the process of imparting and retaining a large amount of information. It can be argued that medical school curricula can be specifically designed to better fit the learning styles of various students.
It will help to make a transition from “didactic teacher-centered” education to a more interactive and problem-based approach to training medical professionals (Samarakoon et., 2013). The students can also benefit greatly from using the techniques and methods of learning that would correlate with their learning styles. Moreover, having gained an insight into the strengths and weaknesses of particular educational approaches, learners show reduced levels of stress and frustration. Furthermore, they also experience enhanced curiosity and motivation that allows them to succeed in college (Samarakoon et al., 2013).
References
Samarakoon, L., Fernando, T., Rodrigo, C., & Rajapakse, S. (2013). Learning styles and approaches to learning among medical undergraduates and postgraduates. BMC Medical Education, 13(1).
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