Peer Instruction versus Conventional Group Work-Based Teaching in a Laboratory Exercise on Respiratory Physiology: A Randomized Study

Autor/inn/en	Mohammad, Milan; Viuff, Søren Lundgaard; Munch, Marie Warrer; Berg, Ronan M. G.
Titel	Peer Instruction versus Conventional Group Work-Based Teaching in a Laboratory Exercise on Respiratory Physiology: A Randomized Study
Quelle	In: Advances in Physiology Education, 45 (2021) 4, S.694-701 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Mohammad, Milan) ORCID (Berg, Ronan M. G.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1043-4046
Schlagwörter	Peer Teaching; Cooperative Learning; Learning Activities; Physiology; Active Learning; Instructional Effectiveness + Suchen Sie Ihr Suchwort? Peer group teaching; Peer Group Teaching; Kooperatives Lernen; Lernaktivität; Physiologie; Aktives Lernen; Unterrichtserfolg
Abstract	Collaborative teaching strategies such as peer instruction and conventional group work have previously been shown to enhance meaningful learning, but they have not previously been compared. In this present study, we compared the impact of solving quizzes with peer instruction and conventional group work on immediate learning in a laboratory exercise. A total of 186 second-year medical students were randomized to solve two quizzes by either a peer instruction strategy (n = 93) or conventional group work (n = 93) during a mandatory laboratory exercise on respiratory physiology, after which all students completed an individual test. There was no difference in total test scores between groups, but students randomized to peer instruction obtained the highest test scores in solving simple integrated questions. Conversely, students randomized to conventional group work provided the best evaluations of the overall assessment of the laboratory exercise. In conclusion, different collaborative teaching strategies implemented during a laboratory exercise appear to affect immediate learning and student satisfaction differently. (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	2024/1/01