目的 基于Kolb经验学习理论，分析空军军医大学基础医学院五年制临床医学生学习风格分布特征及其与系统解剖学课程多维考核成绩的关系，为人体解剖学教学策略的精准优化与评价方式的多元化改革提供实证依据。方法 采用横断面观察性研究设计。于2025年课程开课前，对80名2025级五年制临床医学专业本科生施测Kolb学习风格量表4.0（KLSI 4.0），回收有效问卷79份。课程结束后，同步采集形成性考核与终结性考核成绩。分析4个学习维度得分与各项成绩的关系，比较不同学习风格类型组间的成绩差异。结果 79名医学生的9种学习风格类型分布为：平衡型27.8%（22人），决策型24.1%（19人），分析型13.9%（11人），行动型10.1%（8人），反思型6.3%（5人），想象型、思考型、发起型各占5.1%（各4人），体验型2.5%（2人）。传统 4种类型中，聚合型最多（39.2%），其次为同化型（30.4%），发散型与顺应型各占15.2%。其中，抽象概念化（AC）得分与学习平台测试成绩成显著负相关（r=-0.277，P<0.05），反思观察得分亦与学习平台测试成显著负相关（r=-0.237，P<0.05）。9种学习风格类型组间在笔试成绩（H=21.246，P<0.01）和总成绩（H=18.348，P<0.05）上差异具有统计学意义；而传统4种学习风格组间各项成绩差异均无统计学意义（P>0.05）。结论 该群体医学生以聚合型与平衡型学习风格为主导。学习风格类型与系统解剖学课程成绩之间存在一定关联，但这种关联主要体现于笔试类终结性评价，且不同分类精度（9种类型与4种类型）对结果的敏感性差异显著。提示在人体解剖学教学中，应重视评价方式的多元化以维护教育公平，同时警惕经验学习周期中具体经验环节的弱化趋势，避免因过度倚重抽象思维推理，而割裂了形态学学习最重要的感官认知与临床实践根基。

Objective To analyze the distribution characteristics of learning styles among five-year clinical medical students in the School of  Basic Medicine, Air Force Medical University and their relationship with multidimensional assessment scores in the systematic anatomy course based on Kolb’s experiential learning theory, providing empirical evidence for the precise optimization of anatomy teaching strategies and the diversified reform of evaluation method. MethodsA cross-sectional observational study design was adopted. Prior to the 2025 course commencement, 80 first-year undergraduate students from five-year clinical medicine program were administered the Kolb Learning Style Inventory  (KLSI) 4.0, yielding 79 valid questionnaires. Upon course completion, formative and summative assessment scores were collected concurrently. The relationships between the four learning dimension scores and various assessment outcomes were analyzed, and differences in academic achievement among distinct learning style groups were compared. ResultsAmong the 79 medical students, the nine learning style types were distributed as follows: balancing 27.8% (n=22), deciding 24.1% (n=19), analyzing 13.9% (n=11), acting 10.1% (n=8), reflecting 6.3% (n=5), imagining/thinking/initiating each 5.1% (n=4), and experiencing 2.5% (n=2). Among the traditional four types, converging was most prevalent (39.2%), followed by assimilating (30.4%), with diverging and accommodating each accounting for 15.2%. Abstract conceptualization (AC) scores showed a significant negative correlation with online learning platform test scores (r=-0.277, P<0.05), as did reflective observation scores (r=-0.237, P<0.05). Significant differences were observed among the nine learning style groups in both written examination scores (H=21.246, P<0.01) and total course scores (H=18.348, P<0.05); However, no statistically significant differences were found in any academic metrics among the four traditional learning style groups (P>0.05). ConclusionThis cohort was predominantly characterized by converging and balancing learning styles. Although learning style types were associated with systematic anatomy course performance, this association was primarily manifested in summative written examinations, with classification granularity (nine types vs four types) showing significantly differential sensitivity. These findings suggest that anatomy education should prioritize diversified evaluation approaches to safeguard educational equity, while remaining vigilant against the weakening of the concrete experience component within the experiential learning cycle. Over-reliance on abstract conceptual reasoning should be avoided to prevent severing the sensory-cognitive and clinical-practice foundations essential to morphological learning.