Self-assessed learning style correlates to use of supplemental learning materials in an online course management system

BACKGROUND: The benefit of online learning materials in medical education is not well defined. AIM: The study correlated certain self-identified learning styles with the use of self-selected online learning materials. METHODS: First-year osteopathic medical students were given access to review and/or summary materials via an online course management system (CMS) while enrolled in a pre-clinical course. At the end of the course, students completed a self-assessment of learning style based on the Index of Learning Styles and a brief survey regarding their usage and perceived advantage of the online learning materials. RESULTS: Students who accessed the online materials earned equivalent grades to those who did not. However, the study found that students who described their learning styles as active, intuitive, global, and/or visual were more likely to use online educational resources than those who identified their learning style as reflective, sensing, sequential, and/or verbal. CONCLUSIONS: Identification of a student's learning style can help medical educators direct students to learning resources that best suit their individual needs.