Abstract
Identifying students' preferred learning modalities 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. The primary objective of this study was to identify the preferred learning modalities among health professional students and to compare potential differences across programs. Using a descriptive 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. Categorical variables were analyzed using SPSS version 28.0. 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, most nursing college students (89%) were identified as unimodal learners. Understanding these diverse learning modalities 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 inform strategies that promote effective learning processes.