Study of Identification of Learning Approaches and Styles Adopted by Second Year MBBS Students and Their Association with University Examination Performance

Background: Students exhibit a wide range of learning processes, necessitating educators to guide them effectively according to their needs. A shift from traditional teacher-centric education to a multimodal student-centric approach is essential to enhance student engagement and performance. Aims and Objectives: 1. To identify the learning styles and approaches of second-year MBBS students. 2. To inform students about various methods for optimal learning. 3. To sensitize students about the pros and cons of different learning methods. 4. To introduce students to newer methods for gaining knowledge and improving examination performance. Methodology: This study identifies learning approaches (deep, strategic, and superficial) and learning styles (auditory, visual, and haptic) among second-year MBBS students using questionnaires developed by O'Brien and ASSIST. Findings: Questionnaires were administered during practical classes. Visual and haptic styles were prevalent, with deep and strategic approaches being more common. Males were predominant, with a significant portion adopting visual styles, while females preferred haptic styles. Conclusions: The study found that students with deep and strategic approaches, combined with visual and haptic learning styles, achieved better academic performance compared to those with superficial approaches and auditory styles.