Assessing Learning Style Preferences and Perceived Challenges Among First-Year Medical Students at IIUM: A Qualitative Study

The transition into medical school at the International Islamic University Malaysia (IIUM) presents a formidable academic and personal challenge. While these demands are well-documented, a qualitative understanding of first-year students’ lived experiences specifically their learning preferences, challenges, and adaptation strategies remains crucial for developing effective educational support. This qualitative phenomenological study involved 25 first-year MBBS students during the initial month of the 2024/2025 academic session. Data collected via online open-ended questionnaires were analysed using thematic analysis, involving systematic coding and iterative researcher discussion to ensure rigour. Analysis of 131 codes revealed four overarching categories. The most prominent was learning modalities and preferences (43.5%), identifying students as multi-modal learners favoring integrated visual learning, reciprocal collaborative learning, and applied kinesthetic learning. This was followed by perceived challenges and barriers (27.5%), primarily "Cognitive overload from material complexity" and "Navigating the language of medicine". In response, students developed adaptation & self-management strategies (20.5%), notably "Transitional self-directed learning" and "Proactive study structuring". These efforts were underpinned by well-being & resilience Strategies (8.5%), including "Adopting a growth mindset" and "Cultivating personal resilience". Results suggest that first-year medical students are active, strategic learners navigating complex academic landscapes with a diverse toolkit. Notably, students relied on foundational human-centric processes, with no participants reporting generative AI use for learning. These findings highlight the necessity of aligned instructional design and institutional support systems that foster self-directed learning and resilience to facilitate successful transitions into medical school.