ABSTRACT
One hurdle that educators are presented with is that the classroom is no longer limited to a physical location but rather students and professor can meet via the internet and, before COVID19, distance or remote learning was something that students, by and large, had the option of choosing in which whether to engage. Students had the option to take "online courses", whether those be synchronous remote learning or asynchronous online courses. Indeed, numerous studies have focused on investigating the efficacy of many different approaches to distance and online learning. Unfortunately, COVID 19 mandated a rapid transition to remote learning and with this forced change has come what some students describe as "Zoom Fatigue"[1]. Many students reported feeling exhausted, overwhelmed, and disengaged by the dramatic increase in mandated distance education required by the COVID pandemic. Video conferencing has become the "go to" panacea for education during this time and students are spending unprecedented amounts of time in front of a screen where normally they would be in a classroom. This heretofore singular and unique approach to education coupled with decreased peer-to-peer interaction has caused a problem with student engagement [2]. PROBLEM: Students engagement and performance have decreased during COVID 19 due to forced online learning and lack of peer interaction. HYPOTHESIS: We hypothesize that creating a non-graded, fun, and relaxing physiology-focused trivia night will increase student engagement and performance on summative assessments. PROPOSAL: Introduce a voluntary "Trivia Night" review session to increase interaction amongst peers and review respiratory physiology material.
ABSTRACT
Benjamin Bloom published his Taxonomy of Educational Objectives in 1956 [1] to help educators develop learning objectives for teaching. Since then, several modifications have been made to adapt Bloom's taxonomy to various uses and disciplines [2-4]. Introduction of the idea: As social constructivist educators, the authors of this article felt the need to adjust Bloom's taxonomy to match the unique characteristics of team-based learning (TBL) in physiology courses. Outcomes: Here, we are introducing the use of TBL for teaching physiology in undergraduate physiology courses that could be easily translated into other disciplines.â¯Additionally, we are introducing the Diamond Framework for TBL, a modified Bloom's taxonomy to guide the writing of measurable learning outcomes and create assignments to help students apply their new knowledge and skills.
ABSTRACT
The traditional case study has been used as a learning tool for the past 100 years, and in our program, graduate physiology students are presented with a real-world scenario and must determine the diagnosis and treatment of the patient. We found that students defaulted to memorization of disease with treatment and bypassed gaining an understanding of the mechanistic physiology behind disease and treatment. To adjust our student's approach, we developed a novel way to enhance student learning. To accomplish this shift from memorization to physiological mastery, we created the Inverted Case Study. This approach diverges from the traditional model in that students are given the diagnosis and treatment beforehand and are tasked with explaining the actual physiology of the case. In this way, students can no longer rely on the memorization of symptoms-disease-treatment but rather gain a solid understanding of the physiological mechanisms of the disease since that is the focus of the Inverted Case Study Technique. The Inverted Case Study approach is an effective approach to apply and hone critical thinking skills.NEW & NOTEWORTHY This article presents a novel approach to century-old learning techniques that enhances students' self-reported learning and also their attitudes toward learning mechanistic physiology and increases their perception of preparedness for professional school.