No health research without education for research – experience from an integrated course in undergraduate medical curriculum

13 (Honey and Mumford Learning Styles and Myers–Briggs Type Indicator – MBTI). The reflector learning style was the most preferred and pragmatist, the least preferred learning style in both groups and the personality-type SFEJ was the commonest MBTI bestfit type amongst both groups. The poor performers were similar to the satisfactory performers in Learning Styles and Personality profiles (p4 0.05). Contrary to our hypothesis, the findings showed that learning style preference and personality profile were not related to clinical under-performance. There are limitations to our study with a single-point estimate of clinical performance in one centre. However, our study did not show any differences in Learning Style preferences and Personality profiles in poorly and satisfactorily performing medical students in an early clinical assessment. It might be that poorly performing clinical students are best identified using a composite measure of clinical performance, either cross-sectional or longitudinal, which would allow further investigation of the underlying causes and evidencebased targeted remediation.