• Saira Tariq

• Muhammad Arif Khan

• Saira Afzal

• Sheikh Raza Shahzad

• Mohammad Hamza

• Haania Aimen Khan

• Fatima Qamar

• Maryam Javed

• Muhammad Farhan Ashraf

• Fareeha Mubarak

• Bushra Iqbal Puri

• Taha Masood

• Fatima Kazim

• Tanveer Shaukat

• Shafia Shaikh

Abstract

Learning style is the composite of cognitive, affective, and physiological characteristics that serve as relatively stable indicators of how a learner perceives, interacts and responds to the learning environment. Felder – Solomon Index of Learning Style (ILS) includes Sensitive/Intuitive, Visual/Verbal and Sequential/ Global, Active/reflective. The learning strategies are a major indicator of exam performance of students. Objective:  To find the association between academic learning strategies and annual examination results among medical students of King Edward Medical University. Study Design:  Cross – sectional study design. Study Setting and Duration:  King Edward Medical University and 3 months. Materials and Methods:  The study was conducted among the 3rd, 4th, and 5th year medical students of KEMU Lahore. Informed consent was taken. A total of 300 students, 100 each from 3rd, 4th and 5th year were taken. 132 males (44%) and 168 females (56%) were part of the study. Simple Random sampling (non-pro-bability sampling) was used. Results:  The overall dominant learning strategies among students of King Edward Medical University were sensing/SNS (64.3%), visual/VIS (80.7%), sequential/SEQ (63.7%) and Active/ACT (50.3%). Chi squared test for individual learning combinations against achiever types showed no significant association between academic learning strategies and annual exam performance (p value > 0.05). Results also showed that females performed better academically than their male counterparts.

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