Introduction and Objective: The increasing number of medical students necessitates the adoption of an effective and advanced approach to enhance their learning. The aim of this study was to investigate the prevalence of different learning styles among medical students at Hamadan University of Medical Sciences.
Materials and Methods: In this cross-sectional study, 385 medical students at Hamadan University of Medical Sciences completed the Kolb Learning Style Inventory questionnaire in the academic year 2021-2022.
Results: The most prevalent learning style was the convergent style (55.1%), while the accommodative style had the lowest prevalence (9.4%). The divergent and assimilative styles were more common among female students, whereas male students exhibited a higher prevalence of the accommodative and convergent styles. Significant associations were observed between learning styles and age, gender, and academic level of students (P<0.05). Additionally, there was a meaningful relationship between students’ learning styles and their educational status. Approximately one-third of students had limited awareness of learning styles, and half of them reported poor alignment between their learning style and teaching methods used by instructors.
Conclusion: Students’ awareness of learning styles is relatively low, and there is limited congruence between instructors’ teaching styles and students’ learning styles.