Comparison of Learning Styles and E-Health Literacy among Undergraduate Medical Students
DOI:
https://doi.org/10.51253/pafmj.v75iSUPPL-7.13686Keywords:
Digital Health Competence, eHealth literacy, Medical Education, Undergraduate Medical Education, VARK model.Abstract
Objective: To assess the learning styles and eHealth literacy among undergraduate medical students and to compare eHealth literacy scores across gender and different learning style domains (Visual, Auditory, kinesthetic and Read/write).
Study Design: Analytical cross-sectional study.
Place and Duration of study: Department of Medical Education, Fazaia Medical College Islamabad, Pakistan from Jan to Feb 2025.
Methodology: Data was collected using pre-validated Visual, Aural (auditory), Read/Write, and Kinesthetic (VARK) and e-Health Literacy Scale (eHEALS) from 152 students of first and second-year MBBS using convenience sampling. After excluding two participants with multiple missing values, data was analyzed. Descriptive statistics, reliability, independent t-test, ANOVA and Pearson’s correlation were used for data exploration and analysis.
Results: With response-rate of 76.0% and male: female ratio of 1:1.27, this study shows that in unimodal category Kinesthetic 70 (46.7%) is most predominantly prevalent style while Visual 06(4.0%) and Read/Write 04(2.7%) are least preferred learning styles. Multimodal style was observed in 22(14.7%) individuals. This pattern was replicated across genders as well. eHEALS shows mean score of 27.44+5.83 with 86(57.3%) students in developing, 42(28.0%) in high and (n=20;13.3%) in low e-health category. No significant relationship was found between e-Health literacy and learning styles or gender. There was significant strong negative relationship between different learning styles (p<0.05).
Conclusion: Medical students' digital health literacy is not related to learning styles or gender. Students may have single or multimodal learning styles but this does not impact their e-Health literacy.
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