Influence of lingual differences on the success of medical education is still debated. When our University started researching efficiency of its programme in January 2012, we did not intend to focus on lingual differences. However, language of instruction (Russian or Kazakh) was included as covariate and unexpected results came out.

In search for factors influencing success of medical education, 2846 students of Karaganda State Medical University took progress test and were surveyed using Kolb’s Learning Style Inventory (KLSI).  KLSI was used to classify learners into “convergers”, “divergers”, “accommodators”, “assimilators” and assess preference to reflective observation, abstract conceptualisation (AC), active experimentation, and concrete experience.

Progress test served as the main indicator of academic performance. For each respondent, gender, GPA, language of instruction, home region (rural or urban) were also recorded.

We observed higher progress test scores, AC scores and ratio of convergent learning style in students instructed in Russian and coming from urban areas. Multiple regression revealed AC score contribution to better academic performance, and multivariate ANOVA confirmed language of instruction as the most prominent factor for both academic performance and abstract conceptualisation.