Investigation of motor imaging skills and academic success of physiotherapy and rehabilitation undergraduate students according to their learning styles

The aim of the study was to examine the imagery abilities and academic success of physiotherapy and rehabilitation students according to their learning styles. 214 students participated in the study. Imagery ability was evaluated with Movement Imagery Questionnaire-3, and learning styles was evaluated with Kolb Learning Styles Inventory-3; practical lesson grades and academic success were received. Imagery abilities were similar according to learning styles (p>0.05). There was no difference between students' imagery abilities and academic success (p>0.05). There was a difference in the academic success of the students according to their learning styles (p=0.00). There was no difference between their imagery abilities and their academic years (p>0.05). There was a difference between the academic years of the students and their learning styles (p=0.04). The students' imagery abilities and learning styles were similar according to their gender (p>0.05). There was no difference between students' imagery abilities and practical lesson grades (p>0.05). There was a difference between the success of the students in Anatomy-II (p=0.01), Basic Measurement and Evaluation (p=0.00) and Electrophysical Agents-I (p=0.00) courses according to their learning styles. According to their learning styles, their academic success in other subjects was similar. (p>0.05). It is suggested that motor imagery should be used as a teaching method and that the method suitable for students' learning styles should be used in practice lessons. KEYWORDS: Motor imagery, Learning styles, Physiotherapy and rehabilitation, Education