Learning Preference of Health Care Professional Students at a Multi-culturalUniversity in the United Arab Emirates

Background:
Identifying the preferred learning modalities of students is crucial for a comprehensive understanding of the content of the study, and this can be
achieved by employing the VARK inventory developed by Neil D. Fleming. The preferred learning modality of students significantly influences
their learning outcomes.


Aim:
This study aimed to identify the preferred learning modalities among health professional students.


Methods:
Using a cross-sectional survey study design, we surveyed a consecutive sample of 351 students from three health professional programs: Nursing,
Medical, and Pharmacy. After obtaining institutional board approval, a standardized self-administered VARK inventory (Visual, Aural,
Read/write, Kinaesthetic), version 7.8, was employed. VARK scores were computed for each respondent and sent to the publisher for interpretation
and categorization of learning preferences. Data were analyzed using SPSS version 28.0 and 29.0.


Results:
The findings revealed that 35.9% of participants were between 18-20 years old and identified as unimodal learners, with 19.1% preferring
kinaesthetic learning. In the bimodal and trimodal categories, 5.98% exhibited preferences for AK (Aural, Kinaesthetic) and VAK (Visual, Aural,
and Kinaesthetic). Only seventy students (19.9%) preferred multimodal learning patterns. Notably, all the college students were identified as
unimodal learners.


Conclusion:
Understanding these diverse learning preferences empowers students to employ appropriate learning methods, enhancing their overall learning
experience. Faculty members can leverage this data to tailor teaching styles, thereby optimizing the learning environment. Further research across
different universities can contribute to broader knowledge and informed strategies that promote effective learning processes.