Learning styles and academic performance in systematic anatomy among medical students based on Kolb's experiential learning theory

doi:10.16098/j.issn.0529-1356.2026.06.001

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Acta Anatomica Sinica ›› 2026, Vol. 57 ›› Issue (5) : 519-527. DOI: 10.16098/j.issn.0529-1356.2026.06.001

Learning styles and academic performance in systematic anatomy among medical students based on Kolb's experiential learning theory

ZHANG Ming-ming, WANG Pan, TIAN Miao, YOU Juan-juan, QIU Xin-tong, LI Hui*

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Abstract

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.

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cold stress / RNA-seq / Dongxiang wild rice / CRISPR/Cas9 genome editing technique

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ZHANG Ming-ming, WANG Pan, TIAN Miao, YOU Juan-juan, QIU Xin-tong, LI Hui.

Learning styles and academic performance in systematic anatomy among medical students based on Kolb's experiential learning theory

[J]. Acta Anatomica Sinica. 2026, 57(5): 519-527 https://doi.org/10.16098/j.issn.0529-1356.2026.06.001

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