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Background & Objective: Aligning faculty members' learning styles with their teaching approaches is a complicated topic in education. Understanding these inclinations can help enhance pedagogical practices and build a more inclusive learning environment. Thus, this study examined the relationship between learning style preferences and teaching technique choices among Iranian faculty members. Material & Methods: From May to July 2022, a cross-sectional online survey was conducted among faculty members at Iranian medical universities via the Porsline website. Virtual snowball sampling was used to recruit 526 individuals. The VARK questionnaire was translated into Persian and showed excellent reliability, with a Cronbach's alpha of 0.94. The final data collection tools included the translated VARK questionnaire, self-assessment questions about teaching methods, university resources, and digital media center equipment. Analytical methods included descriptive statistics, logistic regression analysis, and chi-square testing for data evaluation. Results: The survey found that clinical teachers preferred reading and writing (54%), whereas fundamental science educators preferred visual-auditory and reading-writing. The effect of gender, field of study, learning style, age, and professional academic factors on the dependent variable, teaching method, was investigated using chi-square tests and logistic regression. The findings revealed that while there was no significant relationship between the variable gender and teaching method, significant associations were found with the variables field of study, learning style, age, and professional academic. Notably, it was observed that the effect size of field of study, age, and professional academic on teaching method is small, while for learning style, it is medium in magnitude. Conclusion: The study uncovers a significant correlation between learning styles and teaching methods, suggesting that their learning backgrounds may shape teachers' teaching methods. [ABSTRACT FROM AUTHOR]

Background: Clinical training has an important section in medical students' education. Creating a favorable learning environment plays an essential role in medical education. Since clinical teachers involve to clinical problem, clinical education environment evaluation can help to identify the negative and positive factors. This study was conducted to compare medical students' and residents' perceptions and their teachers of the hospitals educational environment using the Dundee Ready Education Environment Measure (DREEM). Methods: This descriptive, analysis cross-sectional study was conducted in Kerman University of Medical Science, 2012. Using DREEM investigate the educational atmosphere four main clinical wards (Internal, Surgery, Pediatrics and Gynecology) in the educational hospitals of University. DREEM distributed to 230 participants, included 50 clinical teachers, 88 residents and 92 interns. Statistical analysis was done using SPSS 18. We were carried out ANOVA test to comparison means items. Results: The overall DREEM is 161/200for interns, 157/200 for residents and 123/140 for teachers. Generally tend to positive. There were significant difference in Learning domain (P<0.000) and atmosphere (P<0.000). There was no significant difference in teacher performance domain (0.127). Conclusions: DREEM scores are on the top of scoring except the perception of teachers in domain of learning that it can be causing of satisfies of their performance in learning environment. Participants assessed the educational environment as high level. Regarding the Perception of learning, teachers' performance, and learning atmosphere was viewed positively. So, it's better to keep quality in high level in clinical wards. [ABSTRACT FROM AUTHOR]