Association between learning styles and burnout among medical students: A study at Alfaisal University

Objectives: This study investigated the relationship between learning styles and burnout among undergraduate medical students. Methodology: This cross-sectional survey was conducted at Alfaisal University, Riyadh, Saudi Arabia, between April and June 2024. Burnout levels were assessed using the Oldenburg Burnout Inventory, and learning style preferences were assessed using the Grasha Reichmann Learning Style Scale. Demographic information, including age, gender, academic year, and living situation, was also collected. Multiple linear regression (MLR) was used to identify independent predictors of burnout components, controlling for gender. Results: A total of 161 students completed the questionnaire. Females had significantly higher exhaustion scores than males. Males preferred independent and competitive learning styles. The MLR analysis revealed that the avoidant learning style was the strongest predictor of total burnout (β = 3.14), indicating that disengagement is the primary driver of burnout. Conversely, the collaborative style significantly buffered against emotional detachment (β = -1.32), and the participant style significantly reduced emotional exhaustion (β = -1.89). The MLR confirmed that the relationship between avoidant style and burnout was independent of gender. Dependent, independent, and competitive learning styles had no significant predictive impact on burnout. Also, the study found no link between age, living situation, and learning style preferences. Conclusions: The avoidant learning style is an independent risk factor for burnout in undergraduate medical students, while collaborative and participant styles are protective. The findings emphasize the importance of early screening for avoidant characteristics and using adaptable teaching techniques that promote engagement and teamwork to mitigate high-risk learning behaviors and reduce burnout rates. Future work could investigate the mechanisms underlying this relationship and the roles of other variables, such as social support and personality traits.