Somaieh Borjalilu - Department of virtualization, virtual school, Tehran University of Medical Sciences, Tehran, Iran
Gholamreza Hssanzadeh - Department of Anatomy, School of Medicine, Tehran University of Medical Sciences, Tehran, Iran
Hamideh Mahjoub - Medical education, Tehran medical student science, Tehran, Iran

Context: Learning styles as student preferences for acquiring and nurturing knowledge are different by considering their individual and social factors. Socio-cultural factors and the educational structure of different countries are some of the factors affecting this field. Aims: The present study aimed to compare the learning style of Iranian and international medical students of Tehran University of Medical Sciences. Settings and Design: The present descriptive cross-sectional study was conducted among the medical students studying in the basic sciences course of Tehran University of Medical Sciences during 2018-2019. Methods and Material: Complete enumeration was used for sampling and data were collected by using VARK standard questionnaire and analyzed by SPSS 21. Results: Among 225 students participating in the present study 46.4 and 53.5% of the participants were Iranian and international students, respectively. Based on comparing the mean score of four learning styles among Iranian and international medical students, two kinesthetic (p <0.05) and aural (p <0.05) styles were significantly different. The results of the present study represented the preference of bi-model learning style among Iranian and international students (87%) compared to that of tri- and quad-model ones. Conclusions: Based on the results of the present study, the learning style of both groups was bi-model although a difference was observed between Iranian and international students regarding uni-model style. Thus, different active education methods should be used to improve the academic performance of students in order to utilize all the senses for learning

Learning Style, Internationalization, medical students