Learning styles in problem-based learning environments impacts on student achievement and professional preparation in university level physical therapy courses

Abstract

It is unknown if matching students’ preferred learning style with course delivery style improves academic success and further study is warranted in this area (Feely & Biggerstaff, 2017; Newton & Miah, 2017). Recently, there has been a call to better identify and understand the preferred learning styles of physical therapy education students and the effect this has on education (Brudvig, Mattson, & Guarino, 2016; Lowdermilk, 2016). While the benefit of matching teaching and learning styles has been investigated in other academic disciplines, it has not been investigated in physical therapy education. The purpose of this study was to determine if student preferred learning style is related to success in a learner centered problem-based learning formatted class and program, specifically for physical therapy students. Results provide insights into preferred learning styles and student achievement in a problem-based learning centered Doctoral level Physical Therapy Program.