The Role of Learning Preferences in Shaping Perceptions of the Clinical Learning Environment: A Preliminary Study

The clinical learning environment (CLE) is a critical component of medical education, shaping both the quality of learning experiences and the readiness of learners for clinical practice. At the same time, individual learning preferences influence how learners engage with and evaluate this environment. Examining the association between learning preferences and perceptions of CLE is therefore important for informing more adaptive clinical teaching strategies. This preliminary cross-sectional study explored differences in perceptions of the CLE based on the learning preferences of medical clerks and co-assistants. A total of 30 participants undertaking clinical rotations at a teaching hospital were included in the study. Learning preferences were assessed using the Learning Preference Inventory (LPI), while perceptions of CLE were measured with the Undergraduate Clinical Education Environment Measure (UCEEM). Data were analyzed using the Mann–Whitney test. The results indicated significant differences between learning structure preferences and perceptions of CLE, particularly in the domains of preparedness for learning and student readiness (p < 0.05). Participants who preferred individual learning structures reported higher CLE scores compared to those who favored group-based structures. In contrast, no significant differences were observed for preferences related to content delivery (abstract or concrete) or instructional type (teacher or student-centered). These findings suggest the need for flexibility in clinical teaching design, particularly by accommodating learners who prefer individualized learning, to optimize the overall clinical education experience.