Engagement and Higher Order Skill Proficiency of Students Completing a Medical Physiology Course in Three Diverse Learning Environments

Autor/inn/en	Hopper, Mari K.; Kaiser, Alexis N.
Titel	Engagement and Higher Order Skill Proficiency of Students Completing a Medical Physiology Course in Three Diverse Learning Environments
Quelle	In: Advances in Physiology Education, 42 (2018) 3, S.429-438 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hopper, Mari K.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1043-4046
DOI	10.1152/advan.00128.2017
Schlagwörter	Physiology; Science Instruction; Thinking Skills; Learner Engagement; Medical Students; Medical Education; Active Learning; Medical School Faculty; Comparative Analysis; Teaching Methods; Learning Strategies; Problem Based Learning; Student Evaluation; Licensing Examinations (Professions); Correlation; Educational Objectives; Taxonomy; Statistical Analysis; College Entrance Examinations; Medical Schools; Student Surveys; Medical College Admission Test + Suchen Sie Ihr Suchwort? Physiologie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Denkfähigkeit; Medizinische Ausbildung; Aktives Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Problem-based learning; Problemorientiertes Lernen; Schulnote; Studentische Bewertung; Korrelation; Educational objective; Bildungsziel; Erziehungsziel; Taxonomie; Statistische Analyse; Aufnahmeprüfung; Schülerbefragung
Abstract	The primary aim of this study was to determine whether levels of student engagement, higher order skill proficiency, and knowledge acquisition demonstrated by medical students would differ when completing the same course in three diverse learning environments. Following Institutional Review Board approval, 56 first-year medical students, registered at the same medical school but attending class at three different campus centers, were enrolled in the study. All participants were completing a medical physiology course that utilized the same learning objectives but relied on different faculty incorporating diverse methodologies (percentage of class devoted to active learning strategies), course format (6-wk block vs. 17-wk semester), and student attendance. Students completed a validated survey of student engagement (SSE), a proctored online problem-based assessment of higher order skill proficiency [Collegiate Learning Assessment (CLA); http://cae.org], and the National Board of Medical Examiners (NBME) Physiology subject exam. In this limited sample, results indicate no significant differences between campus sites for any of the variables assessed. Levels of engagement were lower than expected compared with published values for graduate students. Higher order skill proficiency assessed by CLA was significantly higher than values reported for college seniors nationally. Surprisingly, SSE offered no prediction of performance on CLA or NBME, as there were no significant correlations between variables. These data indicate that, although first-year medical students may not perceive themselves as highly engaged, they are adept in using higher order skills and excel in meeting course learning objectives, regardless of learning environment. (As Provided).
Anmerkungen	American Physiological Society. 9650 Rockville Pike, Bethesda, MD 20814-3991. Tel: 301-634-7164; Fax: 301-634-7241; e-mail: webmaster@the-aps.org; Web site: http://advan.physiology.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01