Learning Styles among Bachelor of Physiotherapy (BPT) Students: A Scoping Review

Abstract

Background: Learning styles are frequently explored in health professions education to enhance instructional effectiveness; however, their applicability in Physiotherapy education remains debated.

Objective: To map and synthesize evidence on learning style preferences among Bachelor of Physiotherapy (BPT) students and evaluate implications for teaching and learning.

Methods: A scoping review was conducted following PRISMA-ScR guidelines. Electronic databases (PubMed, Google Scholar, and Cochrane Library) were searched up to December 2025. Studies assessing learning styles among undergraduate Physiotherapy students were included. Data were charted and synthesized narratively.

Results: Thirty studies were included. Findings consistently indicate a predominance of active and experiential learning preferences among BPT students, particularly converger and assimilator profiles based on Kolb’s Experiential Learning Theory. Kinesthetic and multimodal preferences were also widely reported using VARK. However, substantial heterogeneity exists in assessment tools, and evidence linking learning styles to academic or clinical performance remains inconclusive.

Conclusion: While BPT students demonstrate a tendency toward active and experiential learning, current evidence does not support exclusive reliance on learning-style-based instruction. Multimodal and adaptive teaching strategies are recommended. Further high-quality research is required, particularly in low- and middle-income settings and clinical education contexts.