The learning style profiles of first year medical students in The University of Hong Kong

Abstract

In experiential learning theory, learning takes place in the transaction between individual and learning environment. In order to achieve the development, learners keep adapting themselves to the learning environment through a spiral rising tract around Kolb’s learning cycle. In the learning cycle, concrete experience (CO) serves as a basis for reflective observation (RO), which can be comprehended into abstract concepts (AC). Abstract concepts are then actively tested and applied as the guidance in active experimentation (AE). This generates new concrete experience for the initiation of a new cycle. Although all four learning modes are adopted in learning, due to the uniqueness of individual’s life path, each learner develops a unique learning pattern, presenting strength in certain learning modes and weakness in others. This particular pattern is defined as learning style. During personal development, this learning style can be reshaped in responding to the change of learning environment. When encountering a new learning environment, learners could use preferred learning style as a start. Then the undeveloped learning styles needs to be actively acquired for achieving the spiral development along learning cycle. As educators, what we can do is to strengthen students’ ability in using less preferred learning styles for a better adaptation to versatile learning demands and a more effective transaction between learners and the learning environment. In this study, we portray the learning style profile of year one undergraduate students in MBBS program in The University of Hong Kong. Based on the profile, teachers may be able to design targeted teaching activities for strengthening students’ undeveloped learning styles. Therefore, we could effectively facilitate students’ adaptation to university learning environment.