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1.
Adv Physiol Educ ; 45(2): 310-321, 2021 Jun 01.
Artigo em Inglês | MEDLINE | ID: mdl-33861153

RESUMO

The COVID-19 pandemic triggered university lockdowns, forcing physiology educators to rapidly pivot laboratories into a remote delivery format. This study documents the experiences of an international group of 10 physiology educators surrounding this transition. They wrote reflective narratives, framed by guiding questions, to answer the research question: "What were the changes to physiology laboratories in response to the COVID-19 pandemic?" These narratives probed educators' attitudes toward virtual laboratories before, during, and after the transition to remote delivery. Thematic analysis of the reflections found that before COVID-19 only a few respondents had utilized virtual laboratories and most felt that virtual laboratories could not replace the in-person laboratory experience. In response to university lockdowns, most respondents transitioned from traditional labs to remote formats within a week or less. The most common remote delivery formats were commercially available online physiology laboratories, homemade videos, and sample experimental data. The main challenges associated with the rapid remote transition included workload and expertise constraints, disparities in online access and workspaces, issues with academic integrity, educator and student stress, changes in learning outcomes, and reduced engagement. However, the experience generated opportunities including exploration of unfamiliar technologies, new collaborations, and revisiting the physiology laboratory curriculum and structure. Most of the respondents reported planning on retaining some aspects of the remote laboratories postpandemic, particularly with a blended model of remote and on-campus laboratories. This study concludes with recommendations for physiology educators as to how they can successfully develop and deliver remote laboratories.


Assuntos
COVID-19 , Educação à Distância , Docentes/psicologia , Conhecimentos, Atitudes e Prática em Saúde , Laboratórios , Pandemias , Fisiologia/educação , SARS-CoV-2 , Realidade Virtual , Currículo , Escolaridade , Previsões , Humanos , Internacionalidade , Relações Interpessoais , Invenções , Aprendizagem , Distanciamento Físico , Quarentena , Estresse Psicológico/etiologia , Estresse Psicológico/psicologia , Estudantes/psicologia
2.
Adv Physiol Educ ; 45(1): 129-133, 2021 Mar 01.
Artigo em Inglês | MEDLINE | ID: mdl-33661051

RESUMO

In 2020 universities had to quickly implement remote education alternatives as a result of the social distancing due to the COVID-19 pandemic. To keep students engaged with the university, we implemented a teaching-learning model that relates physiology contents to the COVID-19 pandemic using online educational platforms. A 1-mo web course was proposed for health sciences students from the Federal University of Pampa. It included synchronous meetings twice a week and asynchronous activities using scientific articles, case studies, and interactive online tools. The students approved the methodology developed, assessing it as dynamic and innovative. They reported that the activity helped to better understand the relations between COVID-19 and physiological systems. The web course also contributed to the identification of reliable sources of news and stimulated the sharing of scientific content with their families. We concluded that the use of online platforms contextualizing the physiology content considering current events helps students in learning human physiology and improves their abilities to apply this information to their daily life, in this specific case, regarding the COVID-19 pandemic.


Assuntos
COVID-19/fisiopatologia , Educação à Distância/métodos , Pandemias , Fisiologia/educação , SARS-CoV-2/fisiologia , Brasil , Comportamento do Consumidor , Currículo , Avaliação Educacional , Feminino , Humanos , Masculino , Distanciamento Físico , Estudantes/psicologia , Universidades
3.
Adv Physiol Educ ; 45(1): 37-43, 2021 Mar 01.
Artigo em Inglês | MEDLINE | ID: mdl-33464190

RESUMO

In the wake of COVID-19, the postgraduate activities in physiology were shifted from live (face-to-face teaching) to virtual mode. This transition posed a challenge to postgraduate students and faculty moderators, especially for participant-centric group discussion, wherein face-to-face interaction contributes significantly to active learner engagement. To bridge the gap between live group discussion (GD) and virtual GD in the conventional format (VGD), we implemented an innovative yet feasible multistep approach of conducting structured virtual group discussion (sVGD). It involved priming of students during the preparatory phase and incorporation of the Tuckman model of group dynamics, which consists of sequential substages of forming, storming, norming, and performing into the virtual format. Unsupervised synchronous and asynchronous, as well as supervised synchronous interactions within and in between the minigroups in a structured way, led to active engagement of students with one another and the moderator, despite the constraints imposed by the virtual format. After establishing the feasibility of the approach during the first GD (sVGD-1), sVGD-2 was conducted, further refining the approach, and feedback was obtained from the postgraduate students. Pre-GD feedback revealed that the live session was preferred over virtual for the conduct of GD, whereas both live GD and sVGD were perceived to be more effective than VGD in the post-GD feedback. Such pedagogical innovations may also help to address the challenges posed in traditional teaching across the undergraduate and postgraduate courses in medical education and beyond during such unforeseeable circumstances.


Assuntos
COVID-19 , Educação à Distância/organização & administração , Educação de Pós-Graduação/organização & administração , Pandemias , Fisiologia/educação , SARS-CoV-2 , Estudantes/psicologia , Realidade Virtual , Educação à Distância/métodos , Educação de Pós-Graduação/métodos , Educação de Pós-Graduação em Medicina/métodos , Educação de Pós-Graduação em Medicina/organização & administração , Estudos de Viabilidade , Retroalimentação Psicológica , Processos Grupais , Humanos , Índia , Internet , Estudantes de Medicina/psicologia
4.
PLoS One ; 16(1): e0245851, 2021.
Artigo em Inglês | MEDLINE | ID: mdl-33481952

RESUMO

BACKGROUND: Efficient learning is essential for successful completion of the medical degree and students use a variety of strategies to cope with university requirements. However, strategies that lead to academic success have hardly been explored. We therefore evaluated the individual learning approaches used by a cohort of medical students in their first and second preclinical years and analyzed possible correlations with examination scores. METHODS: 107 students participated in our longitudinal survey on cognitive, meta-cognitive and resource-oriented learning strategies using the LIST-questionnaire (Lernstrategien im Studium). The students were surveyed twice while in their first and second year of medical school, respectively and academic performances were assessed as scores obtained in two examinations written shortly after the LIST surveys. Statistical evaluations included comparisons and cluster analyses. RESULTS: We here identified four different patterns of learning strategy combinations, describing the relaxed, diligent, hard-working, and sociable learners. About half of the students stayed true to their initially registered pattern of learning strategy combinations while 53 students underwent a change between the first and second surveys. Changes were predominantly made between the relaxed and the sociable and between the diligent and the hard-working learners, respectively. Examination results suggested that the diligent and hard-working learners were academically more successful than the relaxed and sociable ones. CONCLUSION: Early habits of sociable learning were quickly abandoned however, not in favor of more successful patterns. It is therefore essential to develop interventions on learning skills that have a lasting impact on the pattern of the students´ learning strategy combinations.


Assuntos
Sucesso Acadêmico , Biologia/educação , Aprendizagem , Fisiologia/educação , Estudantes de Medicina/estatística & dados numéricos , Desempenho Acadêmico , Estudos de Coortes , Feminino , Humanos , Masculino , Adulto Jovem
5.
Adv Physiol Educ ; 45(1): 31-33, 2021 Jan 01.
Artigo em Inglês | MEDLINE | ID: mdl-33439784

RESUMO

The COVID-19 pandemic forced academics to switch to online teaching whether they were prepared or not. The speed and enthusiasm with which educators embraced online teaching suggest that challenges change the perspective for the better. The teaching challenges with the current coronavirus situation mimic the poliovirus attack Dr. Arthur C. Guyton encountered. Dr. Guyton was forced to switch his career from becoming a cardiovascular surgeon to a physiology educator and a researcher. His immense contributions to the field of physiology is an example of how challenges can bring benefits. Flipped teaching has been gaining attention among educators because of its ability to engage students in learning. The COVID-19 pandemic pushed educators to adopt this instructional design based on its conduciveness to technology, as well as its blend of both asynchronous and synchronous components of online teaching. Just like Dr. Guyton's enormous impact on medical education and research in spite of the challenges he faced, we must be creative during this pandemic through innovative teaching methods, which will serve as a gift for the future of physiology education.


Assuntos
Adaptação Fisiológica/fisiologia , COVID-19 , Educação à Distância/métodos , Educação Médica/métodos , Fisiologia/educação , Educação à Distância/tendências , Educação Médica/tendências , Humanos
6.
BMC Med Educ ; 21(1): 43, 2021 Jan 09.
Artigo em Inglês | MEDLINE | ID: mdl-33422054

RESUMO

BACKGROUND: Pre-clerkship medical curriculums consist of a series of organ system-based courses and lectures but often lack an integration between organ systems. Such integration could be beneficial for clerkship years and students' future career. Hence, we aimed to share our process of organising an integrative teaching approach in a large class of pre-clerkship medical students and to reflect the students' perspective toward the teaching process in this observational study. In addition, we tested effectiveness of this integrative approach compared with the traditional teaching (lecture). METHODS: We organised a two-dimensional (2D)-integrative teaching for 309 students in selected topics of cardiovascular physiology of the medical curriculum of the Faculty of Medicine, Chulalongkorn University, Thailand. The first dimension of integration is the incorporation of physiology of other organ systems into the cardiovascular physiology class. The second is the integration of multiple teaching methods and strategies, including small group discussion, student presentation, wrap-up, quiz, and question-and-answer sessions. Unless opting out, students evaluated this integrative teaching by filling in a questionnaire. The summative scores were also used to determine their comprehensive understandings of the content. RESULTS: The course evaluation showed that most students (81.9-91.2%) had positive attitudes toward all organised sessions, i.e. this teaching method helps promote their basic and applied physiology knowledge, critical thinking, information searching, presentation, and teamwork skills. In general, students at all performance levels attained higher scores in the summative exam for the 2D-integrative-class-relevant questions (74.4±16.1%) than for the lecture-pertinent questions (65.2±13.6%). CONCLUSIONS: In a large class size of pre-clerkship students, 2D-integrative teaching strategies with careful planning and preparation can be successfully implemented, based on positive attitudes and relatively high summative scores of students in this study. Hence, this comprehensive teaching could be incorporated in current medical curriculums, particularly for the complex learning topics.


Assuntos
Fisiologia , Estudantes de Medicina , Fenômenos Fisiológicos Cardiovasculares , Currículo , Humanos , Aprendizagem , Fisiologia/educação , Ensino , Tailândia
7.
Adv Physiol Educ ; 44(4): 679-683, 2020 Dec 01.
Artigo em Inglês | MEDLINE | ID: mdl-33079561

RESUMO

As a result of the installation of the COVID-19 (coronavirus disease 19) pandemic, online education has become an important teaching alternative, and new challenges about how to teach were found. Here we report our experience in offering an online course to review Human Physiology. We proposed synchronous and asynchronous activities using different online tools to address topics considered key to understanding the different systems of human physiology. The students considered important the use of this type of methodology, which uses different online tools to help understand the Human Physiology contents. The students highlighted the use of the Lt platform, Zoom, Mentimeter, and YouTube as the preferred online tools to use in physiology learning.


Assuntos
Instrução por Computador , Infecções por Coronavirus/prevenção & controle , Educação à Distância , Internet , Pandemias/prevenção & controle , Fisiologia/educação , Pneumonia Viral/prevenção & controle , Quarentena , Estudantes/psicologia , Compreensão , Infecções por Coronavirus/epidemiologia , Infecções por Coronavirus/transmissão , Infecções por Coronavirus/virologia , Currículo , Escolaridade , Feminino , Humanos , Masculino , Satisfação Pessoal , Pneumonia Viral/epidemiologia , Pneumonia Viral/transmissão , Pneumonia Viral/virologia , Adulto Jovem
8.
Adv Physiol Educ ; 44(4): 706-708, 2020 Dec 01.
Artigo em Inglês | MEDLINE | ID: mdl-33079564

RESUMO

Understanding and interpretation of acid-base disorders is an important clinical skill that is applicable to the majority of physicians. Although this topic is taught early in medical school, acid-base disturbances have been described as challenging by postgraduate trainees. We describe the use of Twitter, an online microblogging platform, to augment education in acid-base disturbances by using polls in which the user is shown laboratory values and then asked to select the most likely etiology of the disorder. The answer and a brief explanation are then shared in a subsequent tweet. Both polling questions and answers are shared from the account for the online, mobile-optimized, nephrology teaching tool NephSIM (https://www.nephsim.com/). An anonymous survey was administered to assess attitudes toward these polls. Using Twitter as an approach to enhance teaching of acid-base disturbances was both feasible and an engaging way to teach a challenging topic for trainees and physicians. Moreover, the coronavirus disease 2019 (COVID-19) pandemic has demonstrated the importance of incorporating virtual learning opportunities in all levels of medical education.


Assuntos
Equilíbrio Ácido-Base , Desequilíbrio Ácido-Base/etiologia , Comportamento de Escolha , Instrução por Computador , Educação à Distância , Educação de Graduação em Medicina/métodos , Fisiologia/educação , Mídias Sociais , Desequilíbrio Ácido-Base/diagnóstico , Desequilíbrio Ácido-Base/fisiopatologia , Compreensão , Infecções por Coronavirus/prevenção & controle , Infecções por Coronavirus/transmissão , Infecções por Coronavirus/virologia , Currículo , Escolaridade , Humanos , Pandemias/prevenção & controle , Pneumonia Viral/prevenção & controle , Pneumonia Viral/transmissão , Pneumonia Viral/virologia , Quarentena
9.
Adv Physiol Educ ; 44(4): 579-586, 2020 Dec 01.
Artigo em Inglês | MEDLINE | ID: mdl-32955344

RESUMO

Online and distance education may be dismissed by educators who argue that these methods are not equivalent to traditional face-to-face education due to the lack of laboratory classes. However, smartphone-assisted experimentation is an innovative and powerful didactic tool that helps educators in the teaching process of physiology, particularly in situations with a lack of financial support for purchasing laboratory equipment, or lack of support for homework and assignments, distance learning courses, and emergency remote education, such as during the COVID-19 pandemic. Therefore, we present the concept of the mobile learning laboratory (MobLeLab), which is a collection of smartphone applications that allow scientific data collection, such as physiological variables, for educational purposes. The three types of MobLeLabs (simulators, built-in, and plug-in) are presented, as well as ideas on how to use smartphone sensors to collect physiological data. Additionally, we elaborate on the principles of the protocols for physiology education with MobLeLabs and discuss their importance to fostering scientific method reasoning by students.


Assuntos
Educação à Distância/métodos , Aplicativos Móveis , Fisiologia/educação , Smartphone , Ensino , Infecções por Coronavirus , Humanos , Pandemias , Pneumonia Viral
10.
Adv Physiol Educ ; 44(4): 516-519, 2020 Dec 01.
Artigo em Inglês | MEDLINE | ID: mdl-32880483

RESUMO

This paper describes the process involved in conducting an online spirometry practical through Zoom. The teacher demonstrated the practical from the medical school, and the students observed the procedure from the comfort of their own homes. Students were able to analyze the graphs captured in the teacher's laptop by remotely controlling the teacher's laptop. This method may be useful for places where face-to-face classes are suspended due to the COVID-19 pandemic.


Assuntos
Betacoronavirus/patogenicidade , Instrução por Computador , Infecções por Coronavirus/prevenção & controle , Educação à Distância , Educação de Graduação em Medicina , Pulmão/fisiologia , Pandemias/prevenção & controle , Fisiologia/educação , Pneumonia Viral/prevenção & controle , Espirometria , Infecções por Coronavirus/transmissão , Infecções por Coronavirus/virologia , Volume Expiratório Forçado , Humanos , Pneumonia Viral/transmissão , Pneumonia Viral/virologia , Faculdades de Medicina , Capacidade Vital
11.
Adv Physiol Educ ; 44(4): 545-549, 2020 Dec 01.
Artigo em Inglês | MEDLINE | ID: mdl-32880484

RESUMO

It is important to reinforce physiology and pathophysiology concepts during clinical rotations, which traditionally occur after the foundational sciences in the US medical school system. We took an opportunistic approach when the COVID-19 pandemic forced our content into virtual delivery mode, as clinical medical education required a shift to nonpatient contact. We describe our experience in building a 2-wk course that consisted of online small groups during week 1 and panels and cases during week 2. The physiology content involved faculty-vetted resources, along with both discrete and open-ended focus questions for each learning objective. The course also included mechanical ventilation, and the physiologist utilized discussion points and developed a formative quiz to emphasize the physiology correlates, in addition to the very clinical aspects of mechanical ventilation. There were pathophysiology opportunities with pneumonia, acute respiratory distress syndrome, systemic inflammatory response syndrome, and multiple-organ system dysfunction among the clinical correlates. Review and recall of the foundational sciences occurred, allowing links between the pre-clerkship and clerkship years that were previously undiscovered in our institution. This virtually delivered medical curriculum related to severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2) and COVID-19 is timely, carries high student interest, and can benefit medical students and the communities they serve.


Assuntos
Betacoronavirus/patogenicidade , Instrução por Computador , Infecções por Coronavirus/fisiopatologia , Educação à Distância , Educação de Graduação em Medicina , Pulmão/fisiopatologia , Fisiologia/educação , Pneumonia Viral/fisiopatologia , Infecções por Coronavirus/terapia , Infecções por Coronavirus/transmissão , Infecções por Coronavirus/virologia , Interações entre Hospedeiro e Microrganismos , Humanos , Pulmão/virologia , Pandemias , Pneumonia Viral/terapia , Pneumonia Viral/transmissão , Pneumonia Viral/virologia , Faculdades de Medicina
12.
CBE Life Sci Educ ; 19(3): es11, 2020 09.
Artigo em Inglês | MEDLINE | ID: mdl-32870086

RESUMO

Recent calls in biology education research (BER) have recommended that researchers leverage learning theories and methodologies from other disciplines to investigate the mechanisms by which students to develop sophisticated ideas. We suggest design-based research from the learning sciences is a compelling methodology for achieving this aim. Design-based research investigates the "learning ecologies" that move student thinking toward mastery. These "learning ecologies" are grounded in theories of learning, produce measurable changes in student learning, generate design principles that guide the development of instructional tools, and are enacted using extended, iterative teaching experiments. In this essay, we introduce readers to the key elements of design-based research, using our own research into student learning in undergraduate physiology as an example of design-based research in BER. Then, we discuss how design-based research can extend work already done in BER and foster interdisciplinary collaborations among cognitive and learning scientists, biology education researchers, and instructors. We also explore some of the challenges associated with this methodological approach.


Assuntos
Biologia/educação , Pesquisa/educação , Comportamento Cooperativo , Humanos , Aprendizagem , Fisiologia/educação , Estudantes
13.
Adv Exp Med Biol ; 1262: 39-57, 2020.
Artigo em Inglês | MEDLINE | ID: mdl-32613579

RESUMO

Novel scientific concepts must be made understandable to allow their further development, highlighting the need for better communication of abstract ideas that these discoveries are built upon. This project focused on visually communicating the discovery of microbiome-derived molecules that play a major role in microbiome-gut-brain axis communication through multimedia learning.A 4-min animated video that was segmented and used a combination of 2D and 3D models was created. It communicated the important information about the process of discovering the molecules in mouse models, their production by bacteria and their potential implications for human health. The animation was then provided to a scientific audience, alongside a short-answer survey and a Likert scale, to assess how visual aspects accompanied with narration compare to learning and comprehension of the same content if it is read.The findings are based on the total of 15 participants, 9 of which were exposed to the information via animation (Group A) and 6 who were given information in a form of written narrative (Group B). It was found that Group A scored average M = 15 (out of 25) on the post assessment compared to Group B with an average of M = 7. Higher scores correlated with higher rating on questions about perceived understanding through animated media. Additionally, the animation scored higher on helpfulness in learning abstract ideas, especially having to do with structure and spatial navigation. This indicates that scientific abstract concepts that are likely comprehended are needed in order to make definite conclusions.


Assuntos
Encéfalo , Microbioma Gastrointestinal , Intestinos , Fisiologia , Materiais de Ensino , Animais , Encéfalo/fisiologia , Comunicação , Microbioma Gastrointestinal/fisiologia , Humanos , Intestinos/fisiologia , Camundongos , Fisiologia/educação , Materiais de Ensino/normas , Gravação em Vídeo/normas
14.
J Clin Nurs ; 29(15-16): 2907-2917, 2020 Aug.
Artigo em Inglês | MEDLINE | ID: mdl-32353915

RESUMO

AIMS AND OBJECTIVES: To explore the on-campus activities of the flipped classroom and their role in nursing students' experiences of mastering physiology. BACKGROUND: A nurse must be confident in their knowledge of physiology to feel confident as a nurse. However, many nursing students do not believe in their ability to master physiology. The flipped classroom design could facilitate active learning and promote students' confidence and competence in physiology. DESIGN: A design-based research design was employed. METHODS: Twenty-three nursing students enrolled in an anatomy and physiology course participated in two focus group interviews and wrote two individual reflective notes. The data were analysed by means of systematic text condensation and activity theory. Reporting was guided by the Consolidated Criteria for Reporting Qualitative Studies (COREQ). RESULTS: The study findings underscore the importance of careful design of on-campus activities within the flipped classroom to support students' experiences of mastery in physiology. Four themes were identified: (a) preparation which builds a foundation for learning; (b) the use of digital tools; (c) learning through dialogue with peers; and (d) experience of the expected learning outcomes. CONCLUSIONS: On-campus learning activities within a flipped classroom design could support students' experiences of confidence in and mastery of physiology. However, the study participants found learner-centred activities challenging and described feeling doubtful of their ability to master physiology. A didactic framework could take into account the circumstance that students perceive educational technology differently. When designing on-campus activities, emphasis should be placed on collaboration rather than competition to help students develop confidence in their knowledge of physiology. RELEVANCE TO CLINICAL PRACTICE: It is important to support nursing students' knowledge acquisition in bioscience and their development of confidence as these skills could enhance their clinical judgment in practice. Comprehension of bioscience is necessary to provide safe patient care and competent nursing.


Assuntos
Bacharelado em Enfermagem/normas , Fisiologia/educação , Feminino , Grupos Focais , Humanos , Masculino , Aprendizagem Baseada em Problemas/métodos , Pesquisa Qualitativa , Estudantes de Enfermagem/psicologia
15.
Adv Physiol Educ ; 44(1): 62-64, 2020 Mar 01.
Artigo em Inglês | MEDLINE | ID: mdl-32057261

RESUMO

In conventional team-based learning (TBL), readiness assurance test (RAT) items must be formatted as free-standing multiple-choice questions (MCQs). Even in the application phase of TBL, all teams must work on the same, significant problem and be required to make a specific choice and simultaneously report them to the whole class, which the MCQ format with predetermined answer choices allows. However, the founders of the TBL method rightly emphasize that the intended learning outcomes of a course using TBL underlie the design of the various components of TBL. The main point of this brief essay is to suggest that, if the ability to generate solutions to problems without predetermined answer choices is an intended learning outcome, it is advantageous to include carefully constructed free-standing, open-ended questions (OEQ) for both RAT and application activities in courses using TBL as the primary instructional method, in addition to the use of MCQs. Free-standing OEQs are OEQs not linked to an MCQ used for RAT or application activities. How this might be incorporated in what one may envision as TBL is discussed.


Assuntos
Avaliação Educacional/métodos , Fisiologia/educação , Aprendizagem Baseada em Problemas/métodos , Humanos
16.
Adv Physiol Educ ; 44(1): 104-112, 2020 Mar 01.
Artigo em Inglês | MEDLINE | ID: mdl-32057265

RESUMO

The possible benefits of using music to enhance learning of STEM content are numerous, diverse, and largely unproven. We sought to determine which (if any) of these possible benefits are commonly experienced by undergraduate students and are thus especially worthy of further investigation. Four hundred ninety-three students in nine physiology courses at two midsized American universities rated the usefulness of short instructor-penned mathematical physiology songs and explained in their own words why each song would or would not be a useful study aid. The students collectively perceived the usefulness of each song to depend on both academic factors (e.g., the lyrics' clarity or relevance to the course) and aesthetic values (e.g., the appeal of the rhythm or the quality of the singing). Most strikingly, although students' free responses were brief (median length: 18 words in study phase 1, 16 words in study phase 2), nearly one-half of them (1,039 of 2,191) concerned memory, suggesting that many students see educational songs primarily as mnemonic devices. A second major theme of students' comments concerned the conciseness and information density of the songs. Though all 10 songs were brief, lasting 17-54 s, students seemed to prefer shorter songs (perhaps better called "jingles"). This first-of-its-kind data set on student perceptions of educational songs should inform the creation and usage of such songs, as well as further research on their possible value.


Assuntos
Rememoração Mental/fisiologia , Modelos Teóricos , Música/psicologia , Fisiologia/educação , Estudantes/psicologia , Humanos
17.
Adv Physiol Educ ; 44(1): 80-92, 2020 Mar 01.
Artigo em Inglês | MEDLINE | ID: mdl-32057266

RESUMO

Flipped classroom teaching has been used by many educators to promote active learning in higher education. This andragogy is thought to increase student engagement by making them more accountable for their learning and increase time on task in the classroom. While there are several systematic reviews that point to improved student results, it remains unclear if flipped classrooms have positive learning effects in physiology education. Flipped classroom teaching was introduced in two advanced physiology subjects (advanced neuroscience, semester 1, and cardiorespiratory and renal physiology, semester 2). Changing the mode of content delivery reduced the time students needed to spend listening to lectures by one-third, without sacrificing either learning content or academic standards. Higher pass rates were observed with larger number of students earning distinction and high-distinction grades. Statistically significant improvements in final grades were observed from both subjects (semester 1: 2017, 49.28 ± 20.16; 2018, 53.29 ± 19.77, t268 = 2.058, P = 0.0405; semester 2: 2017, 58.87 ± 21.19; 2018, 67.91 ± 20.40, t111 = 2.306, P = 0.023). Finally, students' perception of their learning experience remained at or above the university benchmarks (median score of >80% for all iterations of the subjects). While the most frequent and persistent area that students suggested could be improved was reduction of content, equal numbers of students commented that no improvement in the subjects was required. Despite the generally positive attitude to recorded didactic teaching content, classroom attendance remained very low, and students did not engage with the active learning content. This suggest that more emphasis needs to be placed on promoting class attendance by developing better active learning content.


Assuntos
Avaliação Educacional/métodos , Fisiologia/educação , Aprendizagem Baseada em Problemas/métodos , Estudantes/psicologia , Humanos
18.
Adv Physiol Educ ; 44(1): 65-71, 2020 Mar 01.
Artigo em Inglês | MEDLINE | ID: mdl-32057268

RESUMO

Although hands-on experience in hematology practical work has been an integral part of physiology education, the students' perception on the importance of the same has remained largely unexplored. The objective of this study was to explore students' perception on the importance of "doing" hematology experiments. The first-year medical students of the 2017-18 batch filled out a semistructured questionnaire at the end of the course of hematology practicals. The questionnaire captured their perception of the importance of doing hematology practicals on their own blood, the assessment of the same, and its value in medical training. Students indicated that doing practicals individually by pricking themselves was a necessary part of physiology teaching (n = 126 responses: 43 men, 83 women; 86%). They felt that it not only improved their knowledge (n = 120: 39 men, 81 women; 82%) and fine-motor skills (n = 107: 41 men, 66 women; 73%), but also molded their attitude (n = 101: 41 men, 60 women; 69%), gearing them to become empathetic and confident doctors. They felt that some practicals were unnecessary/outdated; this needs attention. While suggesting a few modifications in the practical curriculum, almost all students felt that the practicals should be continued for future batches. Students felt that doing hematology practical work was a necessary part of their training. It improved their knowledge, skills, and attitude, making them more empathetic and confident doctors.


Assuntos
Educação de Graduação em Medicina/métodos , Hematologia/educação , Percepção , Fisiologia/educação , Estudantes de Medicina/psicologia , Inquéritos e Questionários , Adolescente , Feminino , Humanos , Masculino , Adulto Jovem
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