Effect of a Small-Group, Active Learning, Tutorial-Based, In-Course Enrichment Program on Student Performance in Medical Physiology

Autor/inn/en	Powell, Jacqueline M.; Murray, Ian V. J.; Johal, Jaspreet; Elks, Martha L.
Titel	Effect of a Small-Group, Active Learning, Tutorial-Based, In-Course Enrichment Program on Student Performance in Medical Physiology
Quelle	In: Advances in Physiology Education, 43 (2019) 3, S.339-344 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Johal, Jaspreet)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1043-4046
Schlagwörter	Outcomes of Education; Small Group Instruction; Active Learning; Tutorial Programs; Enrichment Activities; Medical Education; Medical Students; College Students; Physiology; Scientific Concepts; Multiple Choice Tests; Instructional Effectiveness; Academic Achievement; Supplementary Education + Suchen Sie Ihr Suchwort? Lernleistung; Schulerfolg; Aktives Lernen; Tutorial programmes; Förderprogramm; Lernprogramm; Tutorensystem; Bereicherungsprogramm; Medizinische Ausbildung; Collegestudent; Physiologie; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Unterrichtserfolg; Schulleistung; Ergänzungsunterricht
Abstract	Physiology is one of the major foundational sciences for the medical curriculum. This discipline has proven challenging for students to master due to ineffective content acquisition and retention. Preliminary data obtained from a survey completed by "low-performance" students (those maintaining a grade average below the passing mark of 70%) at Morehouse School of Medicine reported that students lacked the ability to adequately recognize and extract important physiological concepts to successfully navigate multiple-choice assessments. It was hypothesized that a specially designed, small-group, active learning, physiology in-course enrichment program would minimize course assessment failure rates by enhancing the ability of low-performance students to effectively identify important course content, successfully perform on multiple-choice assessments, and, thereby, improve overall course performance. Using self-report surveys, study skills and test-taking deficiencies limiting successful comprehension of course material and examination performance were identified. Mini-quiz assessments and assignments in formulating multiple-choice examination questions were given to help students recognize and solidify core concepts and improve test-taking ability. Lastly, self-report surveys evaluated the effectiveness of the enrichment program on overall course performance. Results showed a marked improvement in student confidence levels with regards to approaching multiple-choice assessments, and a significant improvement in grades achieved in the physiology component of the first-year curriculum, as 100% of participants achieved a final passing grade average of =70%. It was concluded that students became more proficient in identifying, understanding, and applying core physiological concepts and more successful in mastering multiple-choice questions. (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: https://www.physiology.org/journal/advances
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01