Introduction: Medical education requires diverse and effective teaching
methods that cater to the varying learning preferences of students from
various cultural backgrounds. Medical students exhibit diverse learning
preferences that are often unaddressed by traditional lecture-based teaching.
The VARK model (Visual, Auditory, Reading/Writing, Kinesthetic) offers a
framework for understanding these preferences. This study aimed to implement
and evaluate the effectiveness of aligning learning style-based teaching
strategies with students’ performance, engagement and satisfaction using the
VARK model. Methods: The study commenced after obtaining approval from the
Institute Ethics Committee. First-year MBBS students (n-92) who consented to
participate voluntarily in the study were recruited using a non-probability
(purposive) sampling method. Initially students learning styles were
identified using the VARK questionnaire. As per maximum preferred learning
style, two physiology modules namely-ECG and Cardiac Cycle were designed. The
students were randomized into two groups: group A and group B for intervention
and execution of developed modules using a crossover design. Pre and
post-tests assessed knowledge gain and learner feedback surveys were obtained
for students’ engagement and satisfaction. Data were analysed using SPSS
(v22.0). Results: 93% of the students exhibited multimodal learning
preferences. Students taught using style based multimodal strategies
significantly outperformed those in the traditional group (ECG: p < 0.01;
Cardiac Cycle: p <0.0001). Satisfaction surveys and feedback revealed
greater satisfaction, improved comprehension and higher engagement with
style-based multimodal teaching. Conclusion: The style-based multimodal
teaching strategies enhances the teaching-learning nexus by aligning pedagogy
with student preferences. This personalized and tailored teaching approach
improved academic performance and learner satisfaction, advocating its
integration into medical curricula.