TY - JOUR N2 - Background: The aim of the study was to determine the predominant learning style and type of intelligence based on the VARK questionnaire and Multiple Intelligences Questionnaire respectively in second year medical students. Determining the relationship between individual preferences of students, based on their learning style and predominant type of intelligence and the perception of the modified Peyton’s four-step approach used to teach cardiac auscultation. Methods: The opinion of participants 236 of the modified four-step approach was attained through the use of anonymous questionnaires. Using the VARK questionnaire, the participants’ learning style was defined. The predominant type of intelligence was determined by the Multiple Intelligences Question-naire. Results: The kinesthetic style was the predominant unimodal learning style in second year medical students (in Polish and international students). The most predominant type of intelligence in Polish students was visual-spatial and mathematical and logical, while in international students the predominant types were visual-spatial and mixed type of intelligence. Quantitative analysis indicated that the modified Peyton’s approach is a valuable learning and teaching method for most students, independent of their predominant learning style or intelligence type. The exception was a small group of students with lin-guistic intelligence predominance according to the Multiple Intelligence Questionnaire, for which the Peyton method was more difficult. Conclusions: This study proves that the modified Peyton’s approach is useful and effective didactic tool and can be successfully applied to most students. This is a new learning strategy for teaching cardiac auscultation in laboratory conditions in classes for a significant majority. Due to the fact that a group of students with a predominance of linguistic intelligence more often perceived the Peyton method to be difficult, it is worth combining traditional methods with new ones in class so that all students, regardless of unimodal learning style or prevailing type of intelligence, are taught satisfactorily. L1 - http://journals.pan.pl/Content/118017/PDF/2020-02-FOMC-06-Skrzypek-etal.pdf L2 - http://journals.pan.pl/Content/118017 PY - 2020 IS - No 2 EP - 80 DO - 10.24425/fmc.2020.135014 KW - cardiac auscultation KW - the modified Peyton’s four-step method KW - educational practices KW - learning strategies KW - learning preferences A1 - Skrzypek, Agnieszka A1 - Perera, Ian A1 - Szeliga, Marta A1 - Jagielski, Paweł A1 - Dębicka-Dąbrowska, Dorota A1 - Wilczyńska-Golonka, Magdalena A1 - Górecki, Tomasz A1 - Cebula, Grzegorz PB - Oddział PAN w Krakowie; Uniwersytet Jagielloński – Collegium Medicum VL - Vol. 60 DA - 2020.12.21 T1 - The modified Peyton’s approach and students’ learning style SP - 67 UR - http://journals.pan.pl/dlibra/publication/edition/118017 T2 - Folia Medica Cracoviensia ER -