Learning Styles of Final Year MBBS Students Taught Through Problem Based Learning Strategy Over a Period of Five Years

ABSTRACT

To identify the influence of problem based learning strategy on the learning styles of final year medical students who have been taught through the student centered teaching curriculum over a period of 5 years. A descriptive study. The study was conducted at Islamic International Medical College in April 2013. Learning styles of students of final year medical students of Riphah International University taught in an integrated student centered curriculum over 5 years of medical school were identified by using the Learning Style Orientation Inventory. A total of 90 students were recruited in the study, out of which 40% were males and 60% were females. 51.1% were observational learners, 15.55% were experiential learners, 11.1% were structured learners. The least number of students were discovery [4.44%] and group learners [3.33%]. Our study shows inclination towards group learning in only 8.8% students [both preference and mixed methods] all of which were females. Maximum students still preferred to be observational learners who are passive dependent superficial learners and not open to new experiences and analytical thinking. These findings suggest that further research to look for factors that can inculcate deeper learning habits in the students is needed