Assessing Female Dental Students Learning Style Preference randa

Abstract

Background: Dentistry education requires a great deal of hands-on learning as well as content-based learning. Although each individual has a unique learning style, our group of educators sought to understand the predominant learning style preferences of a cohort of 84 dental students. The aim of this study was to investigate the learning style preferences of first, second and third year Saudi female dental students in the College of Dentistry. Materials and method: The research team invited all students at a large, allfemale university in Riyadh, Saudi Arabia to engage in a cross sectional study. This project assessed learning styles using the Visual, Aural, Read-write, and Kinesthetic (VARK) questionnaire. Results: A total of 84 female dental students (more than 3/4 of the entire dental college cohort) returned the completed the questionnaire. The majority (91.5%) were between the ages of 19-22 years old. Just over half of students (54.7%) preferred multimodal learning style preference, meaning that they had no specific strong preference for a single learning style. Of those who had a strong preference for a specific, Kinesthetic (learning by doing) was the most commonly chosen (20.2%). Conclusion: The majority of the female dental students in this cohort preferred a mixed learning method. For those who had a single, strong preference, learning by doing ranked highest. The results of this study can provide useful information for educators of the learning style preferences of students and facilitate student learning by developing appropriate teaching strategies. Relying less on demonstration and more on hands-on and mixed method teaching may be the most pleasurable and productive strategy for this cohort.

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2016
Vol. 2 No. 1: 4
Research Article
DOI: 10.4172/2472-1654.100044
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© Under License of Creative Commons Attribution 3.0 License | This article is available in: http://healthcare-communications.imedpub.com/archive.php
Journal of Healthcare Communications
ISSN 2472-1654
Randa Fathi Abidia1,
Bridget Stirling2,
Ambreen Azam3,
Ahmed El-Hejazi4 and
Shaikha Al-Dukhail5
1 CollegeofDenstry,DAU,Riyadh,KSA
2 UniversityofCalgary,Doha,Qatar
3 CollegeofDenstry,PNU,Riyadh,KSA
4 CollegeofDenstry,KSU,Riyadh,KSA
5 CollegeofDenstry,PNU,Riyadh,
Riyadh,KSA
Corresponding author: BridgetSrling
 bridget.srling@ucalgary.edu.qa
AssistantProfessor,UniversityofCalgary,
Doha,Qatar.
Citation:AbidiaRF,SrlingB,AzamA,etal.
APreferenceforHands-onLearning:ACross
SeconalStudyAssessingDentalStudents'
PreferredStyleforReceivingCurricula.J
HealthcCommun.2016,2:1.
Received: November23,2016; Accepted: December16,2016;Published: December
26,2016
A Preference for Hands-on Learning: A Cross
Seconal Study Assessing Dental Students'
Preferred Style for Receiving Curricula
Abstract
Background: Denstry educaon requires a great deal of hands-on learning as
well as content-based learning. Although each individual has a unique learning
style, our group of educators sought to understand the predominant learning
style preferences of a cohort of 84 dental students. The aim of this study was
toinvesgatethelearningstylepreferencesofrst,secondandthirdyearSaudi
femaledentalstudentsintheCollegeofDenstry.
Materials and method: The research team invited all students at a large, all-
female university in Riyadh, Saudi Arabia to engage in a cross seconal study.
This project assessed learning styles using the Visual, Aural, Read-write, and
Kinesthec(VARK)quesonnaire.
Results:Atotalof84femaledentalstudents(morethan3/4oftheenredental
collegecohort) returnedthecompleted thequesonnaire.Themajority(91.5%)
were between the ages of 19-22 years old. Just over half of students (54.7%)
preferredmulmodallearningstylepreference,meaningthattheyhadnospecic
strongpreferenceforasinglelearningstyle.Ofthosewhohadastrongpreference
for a specic, Kinesthec (learning by doing) was the most commonly chosen
(20.2%).
Conclusion: Themajorityofthefemaledentalstudentsinthiscohortpreferreda
mixedlearning method.Forthosewho hadasingle, strongpreference,learning
bydoingrankedhighest.Theresultsofthisstudycanprovideusefulinformaon
for educators of the learning style preferences of students and facilitate
student learning by developing appropriate teaching strategies. Relying less on
demonstraonand more on hands-onand mixed method teachingmay be the
mostpleasurableandproducvestrategyforthiscohort.
Keywords: VARK; Learning styles; Denstry; Healthcare; Saudi Arabia; Student;
Teaching
Introducon
Oral health in Saudi Arabia
Accordingtoalarge,naonal surveyinSaudi(1),only11.5% of
Saudi Arabian people visit dental clinics for roune check-ups
orto addressoralhealthissuesonceperyear.Thesame survey
found that approximately 16% of Saudi Arabian people never
brushtheirteethand85%neverosstheirteeth.This,alongwith
other factors likely contributes to the high naonal prevalence
ofdentalcaries.Thiswas borneoutina studythatfoundSaudi
Arabianchildrentohave cariesin80% of primary denonand
70% in their permanent denon [2]. A study of pre-school
childrenin Riyadh,(SaudiArabia’scapitol),revealedthatof388
children aged three to ve years old, 69% of them had dental
caries[3]. Thisishighcomparedtocountriessuch as Indiawith
61%[4] and Norway with 11% of children having caries byage
ve[5].

2016
Vol. 2 No. 1: 4
2This article is available in: http://healthcare-communications.imedpub.com/archive.php
ARCHIVOS DE MEDICINA
ISSN 1698-9465
Journal of Healthcare Communications
ISSN 2472-1654
SaudiArabiahasalonghistoryofdentalcare,andinstruconon
maintainingoralhealth.Somepeopleinthecountryusemiswak,
whichisatwigusedsinceancientGreekmesforcleaningboth
the mouth and teeth [6]. The miswak twig is usually extracted
from bier tree branches such as palm or olive trees or the
roots.
Dental educaon in Saudi Arabia
Dental faculty throughout the world are striving to create
and deliver high-quality, eecve curricula. Faculty members
endeavortoengagestudentsinlearninginthemostresourceful
andenjoyableways.Inordertodoso,facultymustbesensiveto
thelearningstylepreferencesoftheirstudents.Muchischanging
about what and how we teach. Current curricula include
evidence-based pracce, increasingly complex technologies,
andstrategiesforcommunicangwithbeerinformedpaents.
Thereforemoresothanever,itisimportantfordentalfacultyto
knowthelearningstylepreferenceoftheirstudentsandrespond
tomeettheirneeds.
Aer the preparatory year, female students that achieve the
requirementsneededtoenterdenstrywillthenbeacceptedto
connuestudyingintheCollegeofDenstry.CollegeofDenstry
isoneofthemostpopularcollegesandrankshigh on students
preference,secondonlytoMedicine.
The Dental College at a large, all-female university (Princess
Nourah University) in Saudi Arabia was the seng for this
study.The College oersauniquecurriculum, which is a hybrid
between tradional instrucon and problem based learning.
Thesubjectsaretaughtusingmostlyablocksystem,withafew
stream subjects on a yearly basis. Students have lab sessions
accordingtotheirdentalsubjectsandintheirclinicalyearsthey
have'ComprehensivePaentCare'.
Learning style preference
Learning style preferencedescribes an individual’s predilecon
for understanding his or her experiences and transforming
what they understand into knowledge [7]. There are forces
steepedbothinnurtureandnaturethatmakethesameteaching
method eecve for some students and ineecve for others
[7].Therearemanylearningstyleinventories[7-9]. Oneofthe
most common and widely used categorizaons of the various
types of learning styles is Fleming's VARK(Visual, Aural, Read/
Write,Kinesthec)learningstylesinventory[10].Thisinventory
can be found on VARK’s website at hp://vark-learn.com/.
Fleming based his inventory of learning style preference on
the senses, proposing that visual learners have a preference
for seeing, auditory learners learn best through listening, and
tacle/kinestheclearnersprefertolearnvia experience.Some
studentsalsoprefertolearnviareadingandwring(informaon
displayedaswords).TheVARKlearningstyleinventorywastested
forreliabilitycoecients,whichwerefoundtobeadequate[11].
Dental faculty can use the knowledge of learning style
preferences,to vary the way that they deliver informaonand
play to the strengths of their student populaon. Miller [12]
reportedthatwhenstudentsweretaughtintheirpreferredmode
oflearning,theirlearningwasenhanced. Students can alsouse
themodeltoidenfytheirpreferredlearningstyleandmaximize
theireducaonalexperiencebyfocusingonwhatbenetsthem
most[10].
SeveralstudiesusingVARKhavebeenreportedin theliterature.
Thesestudies originate in dierentcountries aroundthe world
using the VARK quesonnaire, including with dental student
populaons.VARKstudies involvingdental studentswerefound
fromIndia [13-18], Romania [19], Pakistan[20-22], Poland[23]
and in the United States of America [24]. These studies from
other countries showed a variety of results of learning style
preferencesamong dental students. In pracce, most students
worldwideprefertolearninseveralways(mul-model).
Toourknowledge,thereareonlytwostudiesdonepreviouslyin
SaudiArabiato determine the learning styles of undergraduate
dentalstudentsusingtheVARKquesonnaire[25,26].Bothwere
doneintheCollegeofDenstryatKingSaudUniversity.Onestudy
[25]measuredlearningstylepreferenceinmaledentalstudents.
Thisstudyincludedabreakdownofndingsbetweenthecohorts
in Years 1 to 5. The researchers concluded that the learning
preferencedidnotdierbetweenundergraduatestudentsfrom
rsttonalyears.Thisstudyreportedthat58.4%and41.6% of
thestudentshadmulmodallearningpreferencesanduni-modal
learning styles, respecvely. This populaon’s learning styles
reectedstrongkinesthecandauralpreferences.
Another study from Saudi [26] using the VARK quesonnaire
invesgatedrstyeardentalstudentsandcomparedstudentsof
bothgenders.This studylookedat the relaonshipofstudents'
learning style preference to grade point average (GPA). The
researcher found that more than half (59%) of students had
mulmodal learning preferences. In this study, students with
unimodallearningstylepreferencesalsohadlowerGPAs.
The aim of this study was to invesgate the learning style
preferencesof rst, second and third year Saudi female dental
studentsintheCollegeofDenstry.Toourknowledge,therehave
beennootherstudiesinvesgangthelearningstylepreferences
comparing dierent years of female dental students in Saudi
Arabia.
Materials and Method
This cross-seconal study was conducted at the end of the
academicyearof2015.TheresearchteamdistributedtheVisual,
Aural,Read/Write,andKinesthec(VARK)quesonnaireversion
7.1[10]in severaldentalclasses.Thisquesonnairewasinthe
English language, which is the language of instrucon at the
College.Studentswereaskedtocompletethequesonnaireand
returnittotheresearchteam.Thestudentswereremindedthat
all parcipaon was voluntary. Instrucons for answering the
quesonnairewereprovidedtothestudentswitha coverleer
that gave the purpose of the study, condenality assurance,
consentandtheemailoftheprincipleinvesgator.
The VARK tool was distributed to the enre undergraduate
student populaon including rst year (n=44), second year
(n=35)and thirdyear(n=31) students.Allstudentswereinvited
toparcipatein thestudy,and most of those present chose to

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© Under License of Creative Commons Attribution 3.0 License
ARCHIVOS DE MEDICINA
ISSN 1698-9465
Journal of Healthcare Communications
ISSN 2472-1654
parcipate(84/111,79%).Thiswasan adequatesample size,as
ouroriginalcalculaonforthiscohortrequiredthatweenrollat
least81parcipantsinordertoreacha5%marginoferroranda
95%condencelevel.
Aer the completed quesonnaires were collected, the
distribuon of VARK preferences were calculated according to
VARK website guidelines [10]. The percentage for each VARK
modality and possible combinaons of modalies according to
thenumber of studentswho preferredeach learning style was
dividedby thetotalnumber of students.Stascalanalysiswas
doneusingSPSSversion21(NewYork,USA).
Ethical Clearance
The study was explained to the dental students, as they were
invitedtobeapartofthestudy.Studentsreadandsignedconsent
formstoindicatethattheyagreedto parcipateinthe study.It
wasexplainedtoeachgroupofstudentsthattheyhad theright
torefusetoparcipateinthestudyatanyme.
Results
Most of the students parcipated in the study, with 84 of a
possible 110 students enrolled in the College of Denstry,
compleng the quesonnaire (76%). There were 31 students
fromrstyear(37%),26studentsfromsecondyear(31%)and27
studentsfromthirdyear(32%).Themajority(91.5%)ofstudents
werebetweentheages of19-22yearsoldandall werefemales
andofSaudinaonality.
Theprevalenceof dierentlearningstylesisdescribedinFigure
1.Studentswhohadnostrongpreferenceforanylearning style
(mulmodal VARK)made up the largest group (21.4%). Slightly
fewerstudents (20.2%) had astrongpreferenceforlearning by
doing(kinesthec).ThiswasfollowedbyunimodalVisual, Aural
(listeningandspeaking)andRead/write(all8.3%).Distribuonof
unimodallearningstylesisshowninFigure2.
Comparisons were made across the cohorts, by year of study.
Prevalenceofunimodalandmulmodallearningstylepreference
amongrst,second and thirdyear dental students is shownin
Figure3.
Prevalenceofmulmodallearningstylepreferencewashigherin
year2(61.5%)andyear3(55.6%)comparedtounimodallearning
style preference (38.5% and 44.4% respecvely). Unimodal
learningstyleprevalencewasonlyslightlyhigherinyear1(51.6%)
comparedtomulmodallearningstyleprevalence(48.4%)Table
1andFigure3.
The current study suggests that this group of female dental
students had varied learning styles with mulmodal VARK and
unimodal kinesthec being the most dominant. There was a
dierencein learning style prevalence among rst, second and
third year female dental students which is a dierent nding
thanwasseeninapreviousstudy[25].Inthe2015VARKstudyof
Saudimaledental students,therewasno dierenceinlearning
stylepreferencebetweentherstandnalyears.Inthecurrent
studyoffemaleSaudiDentalstudents,therstand third years
weremost oenunimodalkinaesthecwhereasfor thesecond
yearstudents,theyweremostoenmulmodalVARK.
Figure4describedthebreakdownofresultsfoundinstudiesfrom
the literature, to compare with the current study on learning
style preferences of Saudi female dental students. Among the
studiesfromSaudiArabia[25,26],theresultsdonotdiergreatly
between the studies that looked atmales versus females. The
unimodal preference for visual learning is higher in all other
culturalgroupsthantheSaudicohorts,exceptinIndia.Ofinterest
tomanycontent-heavycurricula(asindenstry),istheunimodal
preference of reading and wring. While Saudi female dental
studentsweremorelikelytopreferthislearningstylethanmales,
therewerefewin anyof thecohortswhowereunimodalRead/
write.Saudistudentsbothmaleandfemalehadhigherunimodal
preferenceforlearningbydoingthananyoftheothercohortsof
Prevalence of different learning styles
25.00%
20.00%
15.00%
10.00%
5.00%
0.00%
V
A
R
K
VK VR RK VA AK VAR VRK ARK VAK VARK
Prevalenceofstudentlearningstylepreferences.Figure 1

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ARCHIVOS DE MEDICINA
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dentalstudentsinthecomparison.
Discussion
When students enjoy the informaon presentaon or
engagement, they are more producve and likely to learn.
Thisstudyshowedthatthereisawide varietyof learning style
preferences among female dental students in this cohort. The
headoftheMedicalEducaonDepartmentintheDentalCollege
wasgiven theseresultsinorder toencourageawarenessofthe
importanceof teaching styles and student learning preference.
Developing teaching methods that complement a wide range
oflearningstylesappears to be moreeecvethan aempng
to tailor the coursecontent to the individual student [27]. The
currentcurriculumatthisCollegeofDenstryincludesahybridof
ProblemBasedLearningandtradionallecture-basedmethods.
The curriculum engages in most of the ways of encouraging
studentlearningthataresuggestedbytheVARKwebsite.Afocus
onkinesthec learning is dominant asthestudentsengagein a
highproporonoflabandclinicalcourses.
Of the total sample, mulmodal learning style preference was
more prevalent than unimodal. This nding is consistent with
otherstudies(19,24,26,27)thatshowedsimilar results. Other
studies(16, 20, 22) reported that the populaon of dental
studentsthattheymeasuredpreferredunimodallearningstyles.
Oneof the quesonsthathas been askedbyresearchersinthe
literatureisatwhatagelearningstylepreferenceisdevelopedand
ifit canchange(28).Astudy ofSaudiArabianchildreningrades
sevenandeightfoundthat48%weremulmodalandtheothers
wereunimodal(V-12,A-4,R-12andK-24)(29).Thisndingdoes
notvarygreatlyfromthendingsinthecurrentstudy.
When this study sample was divided into year of study, the
unimodal learning style prevalence was only slightly higher
in prevalence for the rst year dental students compared to
mulmodallearning style prevalence. For the second and third
year dental students, the mulmodal learning stylepreference
was much higher than unimodal. This may represent a cohort
eect or perhaps variaons on how students were selected
foraccessto the Dental College. However, arecentstudy from
Australia reported that 45% of students measured before and
aer starng nursing educaon maintained the same learning
stylepreference(accordingtotheVARKquesonnaire)aerone
year of follow-up. About a third of the students in that study
becamemoremulmodal[28].
In this study, the kinesthec learning style was the dominant
unimodallearningstylewhereastheotherlearningstyles(V,A,R)
hadamuchlowerandequalprevalence.Twopreviousstudiesin
Saudidentalstudents[25,26]reportedhighproporonsofboth
kinesthec and aural learning stylepreferences, as did a study
fromthesameSaudiuniversity(PNU),measuringthe VARKin a
populaon of Nursing students [30]. Murphyet al., [24] found
inapopulaonof USdentalstudents;the read/writeand visual
preferencesweremoredominant.Dierenceintheprevalenceof
learningpreferencesbetweenthesestudiesmaybeexplainedby
thedierenceinage,gender, culture and academiclevelofthe
studentsthatparcipatedinthesestudies.
Conclusion
ThiscohortofSaudi Arabianfemaledentalstudentswashighly
mul-modal.Whilecultureandgendermayplayaroleinlearning
style preference, how academic systems select students for
professionalprogramslikedenstrymayheavilybiasthendings.
Alllearningstylesbeingequally preferred(VARK)wasthe most
common preference. This was closely followed by unimodal
kinestheclearningstylepreference.Theresultsofthisstudycan
provideusefulinformaonfordentaleducatorsof the learning
stylepreferencesof their dental students and facilitatestudent
learningbydevelopingappropriateteachingaerstrategiesadd
Some of these strategies are outlined in Table 1. Oral health,
whichaectsgeneralhealthinSaudiArabia,hasbeentradionally
verypoorcomparedtoothercountries.However,newcurricula
and new programs for training naonal densts have a great
opportunity to provide community-based and preventave
dentalservices.Thiscohortof femaleSaudinaonal studentsis
Distribution of unimodal learning styles
8.30%
20.20%
8.30%
8.30%
Kinesthetic Visual Aural Reading/Writing
Distribuonofunimodallearningstylepreferences.Figure 2
Distribution of unimodal and multimodal learning
styles among rst, second and third year students
70.0%
60.0%
50.0%
40.0%
30.0%
20.0%
10.0%
0.0%
First Year
Students
Second Year
Students
Third Year
Students
Multi Uni
Percentage of learning styles in each
year
48.4%
38.5%
Prevalence of unimodal and mulmodal learning
stylesamong1st 2ndand3rdyeardentalstudents.
Figure 3

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ARCHIVOS DE MEDICINA
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Journal of Healthcare Communications
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Types of Teaching Methods that are Eecve with
Dental Students with Dominant Preferences
First Year
Students N=44 Second Year Students N=35 Third Year Students N=31
K Clinicalpracce,OSCES,simulaon 22.6% 15.4% 22.2%
RLecturenotes,readingtextbooksandjournalarcles,
wringpapers 16.1% 7.7% 0.0%
VARK Variaonsonallmethods 16.1% 30.8% 18.5%
AListeningtolecturesonMP3s,guestspeakers,PBL,
smallgroupseminars,readingaloudtootherstudents 9.7% 3.8% 11.1%
VWatchingdemonstraons,videos,diagrams,lookingat
dentalmodels 3.2% 11.5% 11.1%
Table 1:Prevalenceofdierentlearningstylesamong1st,2ndand3rdyeardentalstudents.
80
70
60
50
40
30
20
10
0
Visual Aurel Read/write Kinesthetic Multi
Haq
(Pakistan)
Shenoy
(India)
Murphy
(US)
Drumitrescu
(Romania,
males)
Drumitrescu
(Romania,
females)
Al-Saud
(Saudi,
mostly
males)
Asiry (Saudi
Males)
Present
study (Saudi
females)
Resultsfromtheliterature:measuringdentalstudentlearningstylespreference,usingVARK.Figure 4
atthe forefrontof the reformaon of the dentalsystemin the
country.Byunderstandingthewaythatthestudentslearn,dental
facultycanimprovethewaythattheyteach.
Students who enjoy learning, will learn more eciently, and
enjoyteachingothers.Inthisway,dentalstudentscanlearnto
teachtheirpaents,whichis an important part of encouraging
oralhealth.
Dental faculty can provide guidance on how to improve the
qualityandtheexperienceofdentaleducaonin SaudiArabia.
Allofus who are responsibleforeducangthe next generaon
ofdenstsmust pay aenontothelearningstylepreferences
of the students that they teach.In the case of this cohort, we
recommend that faculty use a high proporon of learning
acvies that involve movement and experienal learning
techniques.
Acknowledgement
The authors wish to acknowledge the contribuon of all the
students who parcipated in the study from the College of
Denstry,PrincessNourahUniversity.

2016
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ARCHIVOS DE MEDICINA
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References
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