the relation of dental students’ learning styles to their satisfaction with e-learning

Background: e-learning is often covered in university curricula.objectives: the purpose of this research was to identify the learning preferences of students and to look at the connection between learning styles and e-learning pleasure.methods: all first- through third-year dentistry students at kerman university of medical sciences participated in this descriptive cross-sectional survey in 2022. four key portions of a 50-question electronic survey were addressed: 1) demographic questions, 2) kolb learning style inventory, 3) the e-learning survey, and 4) satisfaction with the e-learning questionnaire. the kolmogorov-smirnov test was used to check the normality of the data. descriptive statistics (mean, standard deviation, frequency, percentage) and analytical (kruskal-wallis test, chi-score test, fisher’s exact test) were used to analyze the data in spss software. a significance level of p>0.05 was considered.results: the questionnaire was filled out by 120 students in total (88% response rate). divergent learning styles substantially increased students’ satisfaction with e-learning compared to other learning styles (p = 0.048). the demographic variable and learning style did not significantly correlate (age-gender-semester- mean score). additionally, e-learning had a middle-of-the-road average satisfaction score (78.32).conclusion: this research indicated a considerable relationship between dental students’ learning style and their satisfaction with e-learning.