Using Paper Presentation Breaks during Didactic Lectures Improves Learning of Physiology in Undergraduate Students

Autor/inn/en	Ghorbani, Ahmad; Ghazvini, Kiarash
Titel	Using Paper Presentation Breaks during Didactic Lectures Improves Learning of Physiology in Undergraduate Students
Quelle	In: Advances in Physiology Education, 40 (2016) 1, S.93-97 (5 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1043-4046
DOI	10.1152/advan.00137.2015
Schlagwörter	Physiology; Science Instruction; Teaching Methods; Undergraduate Students; Lecture Method; Information Technology; Health Services; Control Groups; Scores; Outcomes of Education; Foreign Countries; Research Reports; Pretests Posttests; Iran + Suchen Sie Ihr Suchwort? Physiologie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Informationstechnologie; Health service; Gesundheitsdienst; Gesundheitswesen; Lernleistung; Schulerfolg; Ausland; Research report; Forschungsbericht
Abstract	Many studies have emphasized the incorporation of active learning into classrooms to reinforce didactic lectures for physiology courses. This work aimed to determine if presenting classic papers during didactic lectures improves the learning of physiology among undergraduate students. Twenty-two students of health information technology were randomly divided into the following two groups: 1) didactic lecture only (control group) and 2) didactic lecture plus paper presentation breaks (DLPP group). In the control group, main topics of gastrointestinal and endocrine physiology were taught using only the didactic lecture technique. In the DLPP group, some topics were presented by the didactic lecture method (similar to the control group) and some topics were taught by the DLPP technique (first, concepts were covered briefly in a didactic format and then reinforced with presentation of a related classic paper). The combination of didactic lecture and paper breaks significantly improved learning so that students in the DLPP group showed higher scores on related topics compared with those in the control group (P < 0.001). Comparison of the scores of topics taught by only the didactic lecture and those using both the didactic lecture and paper breaks showed significant improvement only in the DLPP group (P < 0.001). Data obtained from the final exam showed that in the DLPP group, the mean score of the topics taught by the combination of didactic lecture and paper breaks was significantly higher than those taught by only didactic lecture (P < 0.05). In conclusion, the combination of paper presentation breaks and didactic lectures improves the learning of physiology. (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