Learning Styles and Study Habits of Undergraduate Medical Students in Libya: A Cross‑Sectional Analysis

Abstract

Effective study habits and learning styles are critical determinants of academic success in medical education. Understanding these factors within the Libyan context is essential, given the unique challenges faced by higher education institutions in the country. This study aimed to analyze the dominant learning styles and study habits of undergraduate medical students at International Maaref University in Libya, and to examine their relationship with demographic variables. A descriptive, cross-sectional survey was conducted in November 2025 among 80 medical students selected through stratified random sampling. Data were collected using the Visual, Auditory, and Kinesthetic (VAK) Learning Style Inventory and the Study Habit Inventory based on the Study Attitude Inventory. Statistical analyses included descriptive statistics, t-tests, ANOVA, and Pearson correlation. The sample was predominantly female (75.0%) and evenly distributed across year levels, with most students aged 18–23 years (81.25%). Visual learning style was dominant (Mean = 7.85, High), followed by auditory (Mean = 6.50, Moderate) and kinesthetic (Mean = 5.65, Moderate). Overall study habit was moderate (Mean = 7.10), with motivation scoring highest (Mean = 8.10, High) and lack of distraction lowest (Mean = 6.15, Moderate). Gender and age showed no significant differences in learning styles or study habits. Year level was associated with significant improvements in study method and exam technique (p < 0.05). A strong positive correlation was found between visual learning style and study method (r = 0.72, p < 0.01). Libyan medical students are predominantly visual learners with moderate study habits, characterized by strong motivation but challenges in maintaining focus. Academic progression enhances study methods and exam techniques, while alignment between visual learning preferences and study strategies supports effective learning. These findings highlight the need for early study skills training and greater use of visual resources in medical curricula to optimize educational outcomes.