The Impact of Learning Modality on Team-Based Learning Outcomes in Undergraduate Anatomy and Physiology

Abstract

Purpose: Team-based learning (TBL) is an instructional design that has been increasingly used in anatomy and physiology education. The appropriateness of TBL methods for students with diverse preferred sensory learning modalities has not been adequately examined. This study aimed to show the influence of students' preferred sensory modality for learning on TBL outcomes. Method: Communication sciences and disorders majors enrolled in anatomy and physiology courses completed VARK (Visual, Aural, Read/write, and Kinesthetic), a questionnaire quantifying their preferred learning modality. Students' traditional and TBL measures of academic success were compared by preferred learning modality. Results: A multivariate analysis of variance failed to find any difference in TBL or other outcomes by preferred learning modality ( p = .252). Conclusions: The results of this study show no evidence of differences in academic outcomes in TBL projects between learners with different preferred learning modalities as measured by VARK. The role of TBL and of instructional sensory modality on learning outcomes should continue to be examined.