Active Learning Improves Student Performance in a Respiratory Physiology Lab

Autor/inn/en	Wolf, Alex M.; Liachovitzky, Carlos; Abdullahi, Abass S.
Titel	Active Learning Improves Student Performance in a Respiratory Physiology Lab
Quelle	In: Journal of Curriculum and Teaching, 4 (2015) 1, S.19-29 (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1927-2677
Schlagwörter	Physiology; Active Learning; Metabolism; Community Colleges; Clinical Experience; Pretests Posttests; Student Interests; Technology Uses in Education; Control Groups; Experimental Groups; Statistical Significance; Instructional Effectiveness; Achievement Gains; Student Attitudes; Comparative Analysis; Teaching Methods; Two Year College Students; Allied Health Occupations Education; New York (New York) + Suchen Sie Ihr Suchwort? Physiologie; Aktives Lernen; Stoffwechsel; Community college; Community College; Studieninteresse; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Unterrichtserfolg; Achievement gain; Leistungssteigerung; Schülerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	This study assessed the effectiveness of the introduction of active learning exercises into the anatomy and physiology curriculum in a community college setting. Specifically, the incorporation of a spirometry-based respiratory physiology lab resulted in improved student performance in two concepts (respiratory volumes and the hallmarks of respiratory diseases) but not a third (the relationship between volume, pressure and airflow). Anonymous post-lab surveys indicated that the modification increased student's interest in the subject and encouraged interactive learning as well as the use of technology in the classroom. However, although test sections outperformed control sections in the lab midterm, the difference was statistically insignificant, presumably due to the fact that respiratory concepts only accounted for less than 20% of the exam. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01