Articles Vol. 63 No. 6 (2022) 09/11/2022

LEARNING STYLE OF STUDENTS OF HANOI MEDICAL UNIVERSITY AND SOME FACTORS RELATED IN 2022

Phan huu Vinh1,2, Tran Thi Kieu Oanh3,4, Nguyen Duc Manh3,4, Bui Thi Yen3,4, Doan Thi Trang3,4, Dang Cong Son5,6, Le Minh Dat7,8
1 Training Institute of Preventive Medicine and Public Health
2 Viện đào tạo Y học dự phòng và Y tế công cộng
3 Training Institute of Preventive Medicine and Public Health - Hanoi Medical University
4 Viện đào tạo Y học dự phòng và Y tế công cộng - Đại học Y Hà Nội
5 Department of Psychology - Yale University
6 Khoa Tâm lý - Đại học Yale
7 Vietnam Public Health Association
8 Hội Y tế Công cộng Việt Nam
Corresponding author: phvinh2001@gmail.com
DOI: 10.52163/yhc.v63i6.460
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Keywords
Learning style, students, Hanoi Medical University.
Abstract

Aim: Describe the learning style of students at Hanoi Medical University in 2022; Describe some
factors affecting the learning style of students at Hanoi Medical University in 2022.
Subjects and methods: A cross-sectional descriptive study on students from the first to the sixth
year of Hanoi Medical University.
Results: Among 330 students, 57.6% had unimodal PCOS (of which 24.6% was visual, 21.5% was
auditory and 11.5% was motor) . In terms of multimodal PCH (42.4%), the combination of vision and
hearing accounts for the highest proportion (13.9%). In the student’s personality, both introverted
and extroverted personalities (43.3%) prevailed. Students with good academic performance have
3.74 times higher rate of multimodal problem solving (95% CI: 1.28-10.91) than the group with
good academic performance. This number in the weak group is 6.06 times (95%CI: 1.22-29.99).
There is a strong correlation between personality and the choice of more or less learning styles. The
introvert-only personality has a higher ratio of multimodal learning styles than the extrovert-only
group, ranging from 0.32-0.98 with p=0.041.
Conclusion: Students with single-modal learning style account for a higher percentage than multimodality. Correlation was found between learning style and personality, learning style and academic
scores.

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