To describe the learning preferences of medical students in the Neurology clerkship and to evaluate how preferences correlate with satisfaction with curricular elements. 

The rise of recorded lectures, problem-based learning, and remote learning has shifted the medical education landscape. By understanding learning preferences, educators are better positioned to respond to the changing needs of students. The Learning Preference Inventory (LPI) is a validated tool that assesses preferences across 3 domains: (1) content delivery (concrete vs abstract), (2) instruction (teacher- vs student-structured), and (3) learning environment (individual vs interpersonal). 

A cohort of medical students rotating through the Neurology clerkship was identified. All students completed the LPI and a survey to assess satisfaction with curricular elements, including virtual simulation, localization session, and clinical reasoning modules. 

530 medical students were included. The most common learning preferences were concrete (83%), teacher-structured (51%) and interpersonal (50%). The most common LPI profile was concrete/teacher-structured/interpersonal (27%), and the least common was abstract/teacher-structured/individual (3%). There was a significant difference in LPI responses across medical school years: more third- and fourth-year students preferred individual learning environments compared to second-year students (p = 0.012). Learning preferences did correlate with certain course satisfaction survey responses. In particular, individual learners were significantly less likely to recommend the clinical reasoning sessions than interpersonal learners (p = 0.019).  

Neurology clerkship students demonstrated clear learning preferences that were associated with satisfaction with specific curricular content. There were significant differences in learning preferences across medical school years, suggesting that learning preferences may shift throughout training and may be influenced by clinical exposure. These findings suggest that there may be value in allowing individualization of clerkship curriculum, especially for experienced students. In an educational environment that cultivates the success of all learners, the LPI provides important data to inform curricular development and achieve “precision” medical education.