Learning styles according to the information entry in otolaryngology post-graduate programs

Abstract

Introduction: There are different learning styles according to the information entry channel, which can be evaluated with neurolinguistic programming or VAK (visual, au- ditory or kinesthetic) model. In highly competitive academic programs, a specific style may play a role in academic performance, originated from the teacher, being able to favor students with a style through their teaching. Aim: Analyze the relationship between learning styles according to the information entry channel of otolaryngology post-graduate students and their academic performan­ce based on the VAK model. Material and method: Cross section study on Chilean universities otolaryngology post-graduate residents, learning styles questionnaire to define preferred style, corre- lation with academic grades. Non-parametric statistics with median and interquartile range, analysis with Mann-Whitney, Kruskall-Wallis and Kendall-Tau tests. Results: 45/50 residents participation, 31% women, 69% men; 29.4 average years old; 4.3 average years from undergraduate studies. 46.6% visual learning style pre- ferred, 35.5% kinesthetic, 8.8% auditory; kinesthetic style preferred in female genre, visual in male genre (p<0.05). No significant difference between men and women me­dian grades, neither among years from undergraduate studies. Not relevant correlation between age and grades. No difference in grades among learning styles, and not relevant correlation between styles and grades. Conclusion: It can be interpreted as that the evaluated course is homogeneous, be- cause it doesn’t favor learning style over another. Knowing the learning style is beneficial for the student and the teacher, but also to be a good physician.