Abstract
Objective: To assess learning styles of medical and dental postgraduate students, with demographics, disciplines, and academic performances.
Methodology: This cross-sectional analytical study was conducted at Islamic International Medical and Dental College, Rawalpindi from December 2021 to January 2024. Seventy-five medical and dental postgraduate students participated in it. Validated Honey and Mumford Learning Style Questionnaire was used. Clinical sciences included dental sciences while anatomy, biochemistry, physiology, pharmacology and pathology as basic sciences. Kruskal-Wallis and Spearman correlation tests analyzed associations between learning style preferences, demographics, and academic scores.
Result: Among 75 postgraduate students (82.7% female, 17.3% male), no significant difference in learning styles was observed by gender. Only "Reflector” style correlated positively with Professional Ethics (r=0.252, p<0.05). Activists aligned with Pathology, and Biochemistry; (r= 0.05,0.09), while negatively correlated with Anatomy, Pharmacology, Physiology, and Dental. Reflectors positively correlated with Biochemistry, Pharmacology, Physiology, and Pathology; (r= 0.76,0.66, 0.49, 0.02) while negatively with anatomy and dental. Theorists with Biochemistry and Pharmacology; (r=0.26, 0.14) and Pragmatists with Pathology, Biochemistry, Pharmacology, and Dental. (r=0.10, 0.47, 0.59, 0.09) showed positive while the remaining were negatively correlated.
Conclusion: The study found no significant gender-based differences in learning styles among postgraduate students. The “Reflector" style was the only one positively associated with Professional Ethics, while each learning style showed distinct correlations with specific subjects. Tailoring teaching methods to these preferences will enhance learning outcomes.

Key words: Academic test scores, learning, medical education, teacher training.