Teaching Animal Physiology: A 12-Year Experience Transitioning from a Classical to Interactive Approach with Continual Assessment and Computer Alternatives

Autor/inn/en	Kaisarevic, Sonja N.; Andric, Silvana A.; Kostic, Tatjana S.
Titel	Teaching Animal Physiology: A 12-Year Experience Transitioning from a Classical to Interactive Approach with Continual Assessment and Computer Alternatives
Quelle	In: Advances in Physiology Education, 41 (2017) 3, S.405-414 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Andric, Silvana A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1043-4046
DOI	10.1152/advan.00132.2016
Schlagwörter	Foreign Countries; Science Instruction; Animals; Physiology; Teaching Methods; Educational Change; Conventional Instruction; Semester System; Computer Assisted Instruction; Computer Simulation; Student Evaluation; Lecture Method; Academic Achievement; Outcomes of Education; Grades (Scholastic); Tests; Student Motivation; Academic Persistence; College Students; Statistical Analysis; Serbia + Suchen Sie Ihr Suchwort? Ausland; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Animal; Tier; Tiere; Physiologie; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungsreform; Semester; Semesterferien; Computer based training; Computerunterstützter Unterricht; Computergrafik; Computersimulation; Schulnote; Studentische Bewertung; Schulleistung; Lernleistung; Schulerfolg; Notenspiegel; Examination; Prüfung; Examen; Schulische Motivation; Collegestudent; Statistische Analyse; Serbien
Abstract	In response to the Bologna Declaration and contemporary trends in Animal Physiology education, the Animal Physiology course at the Faculty of Sciences, University of Novi Sad, Serbia, has evolved over a 12-year period (2001-2012): from a classical two-semester course toward a one-semester course utilizing computer simulations of animal experiments, continual assessment, lectures, and an optional oral exam. This paper presents an overview of student achievement, the impact of reforms on learning outcomes, and lessons that we as educators learned during this process. The reforms had a positive impact on the percentage of students who completed the course within the same academic year. In addition, the percentage of students who completed the practical exam increased from 54% to >95% following the transition to a Bologna-based approach. However, average final grades declined from 8.0 to 6.8 over the same period. Students also appear reluctant to take the optional oral exam, and 82-91% of students were satisfied with the lower final grade obtained from only assessments and tests administered during the semester. In our endeavor to achieve learning outcomes set during the pre-Bologna period, while adopting contemporary teaching approaches, we sought to increase students' motivation to strive toward better performance, while ensuring that the increased quantity of students who complete the course is coupled with increased quality of education and a more in-depth understanding of animal 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