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

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Title: The Impact of Learning Modality on Team-Based Learning Outcomes in Undergraduate Anatomy and Physiology
Language: English
Authors: Kirjava, Shade Avery (ORCID 0000-0001-5664-8808), Krause, Bentley Andrew
Source: Perspectives of the ASHA Special Interest Groups. Feb 2023 8(1):94-100.
Availability: American Speech-Language-Hearing Association. 2200 Research Blvd #250, Rockville, MD 20850. Tel: 800-638-8255; Fax: 301-296-8580; e-mail: perspectives@asha.org; https://perspectives.pubs.asha.org/
Peer Reviewed: Y
Page Count: 7
Publication Date: 2023
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Cooperative Learning, Outcomes of Education, Undergraduate Students, Anatomy, Physiology, Instructional Effectiveness, Cognitive Style
DOI: 10.1044/2022_persp-22-00043
ISSN: 2381-473X
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 = 0.252). 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.
Abstractor: As Provided
Entry Date: 2023
Accession Number: EJ1380904
Database: ERIC
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  Data: The Impact of Learning Modality on Team-Based Learning Outcomes in Undergraduate Anatomy and Physiology
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  Data: <searchLink fieldCode="AR" term="%22Kirjava%2C+Shade+Avery%22">Kirjava, Shade Avery</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-5664-8808">0000-0001-5664-8808</externalLink>)<br /><searchLink fieldCode="AR" term="%22Krause%2C+Bentley+Andrew%22">Krause, Bentley Andrew</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Perspectives+of+the+ASHA+Special+Interest+Groups%22"><i>Perspectives of the ASHA Special Interest Groups</i></searchLink>. Feb 2023 8(1):94-100.
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  Data: American Speech-Language-Hearing Association. 2200 Research Blvd #250, Rockville, MD 20850. Tel: 800-638-8255; Fax: 301-296-8580; e-mail: perspectives@asha.org; https://perspectives.pubs.asha.org/
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  Data: <searchLink fieldCode="DE" term="%22Cooperative+Learning%22">Cooperative Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Outcomes+of+Education%22">Outcomes of Education</searchLink><br /><searchLink fieldCode="DE" term="%22Undergraduate+Students%22">Undergraduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22Anatomy%22">Anatomy</searchLink><br /><searchLink fieldCode="DE" term="%22Physiology%22">Physiology</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Effectiveness%22">Instructional Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Cognitive+Style%22">Cognitive Style</searchLink>
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  Data: 2381-473X
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  Data: 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 = 0.252). 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.
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