Abstract
Background:
Higher education attempts to ameliorate learning experience through match between learning subjects and students' learning styles.
Aim:
This study evaluates efficacy of three different instructional modalities aimed at teaching veterinary students how to make simple suture knots.
Methods:
A cohort of 43 fourth-year students were split into 3 groups and provided with different instructional modalities: presentation with pictures and descriptions, hard copy text, and muted video. Student’s surgical simulation performance was evaluated. Then, they answered a 23 question-survey, Fleming VARK questionnaire based, investigating their learning profile. Kruskal Wallis test evaluated different instructional modalities effect on student’s performance. Chi square test assessed differences between instructional modalities and learning profiles, profile self evaluation, and training session comprehension.
Results:
Students shown auditory unimodal VARK profile (16/43), did not know their learning profile (26/43), and favoured personalised teaching strategies (43/43). No differences were found for: surgical performance, except for forceps handling; and between instructional modalities: either for learning profiles (p-value=0.43), or profile self evaluation (p-value=0.42). Differences were found between instructional modalities and training session comprehension. As limitations, auditory instructional modalities, participants’ age and gender were not recorded or evaluated.
Conclusion:
Our study provides feedback on modern teaching modalities in which students play a kye role. Participants showed a variety of learning profiles although displaying no significant performance differences.

Key words: Learning styles, Veterinary students, Higher education, VARK