USING VAK (VISUAL, AUDITORY, KINESTHETIC) LEARNING TO IMPROVE STUDENT LEARNING OUTCOMES IN MEDICAL EDUCATION
Keywords:
Effectiveness, model, summary, VAK, peer instruction, medical education, writing.Abstract
Medical education is a complex and dynamic field that requires students to master a vast amount of theoretical knowledge and practical skills. The VAK learning model, which categorizes learners as Visual, Auditory, or Kinesthetic, offers a student-centered approach to enhance learning efficiency and retention [1]. This article explores how integrating VAK strategies in medical education can improve student outcomes by tailoring teaching methods to different learning styles [2,3].
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Fleming, N.D., & Baume, D. (2006). Learning styles again: VARKing up the right tree! Educational Developments, 7(4), 4-7.
Harden, R. M., & Laidlaw, J. M. (2017). Essential Skills for a Medical Teacher: An Introduction to Teaching and Learning in Medicine. Elsevier.
Yardley, S., Teunissen, P. W., & Dornan, T. (2012). Experiential learning: Transforming theory into practice. Medical Teacher, 34(2), e102-e108.
Taxirovich, A. S. (2023). The Main Etiological Factors, Methods of Prevention and Treatment of Meningitis. Inter-national Journal of Scientific Trends, 2(2), 141-148.
Valieva, N. M. "FEATURES OF THE CLINICAL COURSE OF HERPETIC INFECTION IN HIV-INFECTED PATIENTS." Western European Journal of Medicine and Medical Science 2, no. 3 (2024): 56-58.
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- 2025-01-30 (2)
- 2025-01-30 (1)
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