Students’ perception of animal or virtual laboratory in physiology practical classes in PBL medical hybrid curriculum (original) (raw)
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Journal of Ayub Medical College Abbottabad Jamc, 2013
Background: Laboratory exercises are intended to illustrate concepts and add an active learning component to courses. Since 1980s, there has been a decline in animal laboratories in medical physiology courses. Other cost-effective non-animal alternatives are being sought. The present study was designed to find out the students' opinion regarding the animal versus computer lab and whether innovative teaching methodologies helped students achieve their goals. Methods: Opinions of 481 female medical students of 2 nd and 3 rd year MBBS were included in the study. A questionnaire based on animal/computer based experiments and new teaching methodologies in physiology was voluntarily filled in by the students. Results: Majority of students immensely benefited from both the animal lab and other teaching methodologies. Conclusion: Although computer based learning is considered effective in helping students acquire basic concepts, there is evidence that some students acquire a more thorough understanding of the material through more advanced and challenging experience of an animal laboratory. The fact that such labs as well various teaching methods offer distinct educational advantages should be taken into account when courses are designed.
Virtual Laboratory as A Learning Tool for Anatomy and Physiology Course
American Journal of Education and Technology, 2022
The world is continuously suffering due to the COVID-19 pandemic. Online learning was implemented by the Philippine government which brought a serious problem in teaching science courses that requires conducting experiments in a laboratory facility. Thirty-six (36) Laguna University Science major students under the Bachelor of Secondary Education Program were selected as respondents in this study. The students' scores in the pre-test and post-test on plant and animal physiology were analyzed. The purpose of the Quasi-experimental research design was to evaluate the effectiveness of the intervention, Virtual Laboratory, as a learning tool for Anatomy and Physiology Course. Laboratory worksheets and modules were used to test the level of proficiency of the respondents in the pre-intervention stage. To alleviate the difficulty, a virtual laboratory in Anatomy and Physiology course was designed by the researchers. This laboratory was utilized by the respondents before answering the post-test worksheets. An Independent T-test was utilized to determine if there is a significant difference in the test scores before and after the intervention. A survey tool was used to gather data on students' perception on the effectiveness of the virtual laboratory. Based on the results, the virtual laboratory was an effective learning tool that improved students' academic performance in the Anatomy and Physiology course. Results showed that it reduced the time needed to understand the concepts within a topic and helped enhance the quality of the learning process. Therefore, this tool maybe adopted in other experimental-based science subjects.
2011
A new medical program that uses PBL approach was compared to an existing integrated system approach at two different schools in regards to the physiology mapping that includes content, timetable, assessment methods implemented and student performance. The objectives set by the APS forms a background for all medical school programs worldwide were used. Thorough analysis of all blocks and/or courses of the two learning system approaches were undertaken for major and minor objectives. Timetable and performance of the students in the two program approaches were compared and analyzed. The two groups were identical in terms of meeting the major objectives set by the APS. Although a lot of these objectives were set to be met by the students as self study assignment in the PBL approach rather than through lectures given by teachers in the integrated system approach. A lot of minor objectives are met in the integrated system approach compared to little minor objectives were met by the PBL approach. The performance in summative assessment was significantly better in integrated system approach compared to PBL approach, although this tends to be less with advancing years of study. The timetable was identical in both programs. Physiology objectives had not been compromised by the PBL system although they were moved from being delivered by teachers to being acquired through self and group study by the students. Better methods of assessment should be implemented in PBL system approach and students self study should monitored more carefully.
Alternatives to Laboratory Animals, 2009
Balkan universities use a substantial number of small mammals and amphibians in the teaching of physiology and pharmacology. This project investigated whether making computer-based alternatives readily available, and combining this availability with a staff development workshop focusing on methods of integrating such resources into undergraduate curricula, would have any effect on animal use. Teachers from 20 Institutes (from five Balkan countries) participated in the workshop. They presented information about animal use in teaching in their universities, and agreed to introduce at least one computer-based alternative into their teaching in the following year. They were surveyed by questionnaire before, during, and one year after, attending the workshop, in order to estimate any changes in animal use. The results showed a significant ( P < 0.01) reduction in animal use and a high level of implementation of the alternatives provided at the workshop. Teachers recognised the potenti...
Are virtual physiology laboratories effective for student learning? A systematic review
Advances in Physiology Education
It is unclear if the transition from traditional, in-person physiology laboratories to virtual alternatives has educational impacts on students. This study used a systematic review to critically evaluate research papers that investigated the effectiveness of virtual physiology laboratories for student learning. Eleven studies, retrieved from the Education Resources Information Center (ERIC) and Ovid MEDLINE databases, were selected for inclusion in this review, based on predetermined eligibility criteria. Subsequently, the studies went through a power analysis for potential biases before their results were synthesized and analyzed. This systematic review found that virtual physiology laboratories are effective for students’ learning of concepts. However, it was inconclusive as to whether virtual physiology laboratories are effective for students’ motivation for learning and learning of technical skills. It was found that blended models of virtual laboratories are at least as effecti...
Impact of Virtual Patients as Optional Learning Material in Veterinary Biochemistry Education
Journal of Veterinary Medical Education
Biochemistry and physiology teachers from veterinary faculties in Hannover, Budapest, and Lublin prepared innovative, computer-based, integrative clinical case scenarios as optional learning materials for teaching and learning in basic sciences. These learning materials were designed to enhance attention and increase interest and intrinsic motivation for learning, thus strengthening autonomous, active, and self-directed learning. We investigated learning progress and success by administering a pre-test before exposure to the virtual patients (vetVIP) cases, offered vetVIP cases alongside regular biochemistry courses, and then administered a complementary post-test. We analyzed improvement in cohort performance and level of confidence in rating questions. Results of the performance in biochemistry examinations in 2014, 2015, and 2016 were correlated with the use of and performance in vetVIP cases throughout biochemistry courses in Hannover. Surveys of students reflected that interact...
https://www.ijhsr.org/IJHSR\_Vol.9\_Issue.5\_May2019/IJHSR\_Abstract.053.html, 2019
Animal experimentation on amphibians has traditionally been a part of the practical physiology curriculum in MBBS course. However, difficulties in procurement and maintenance of these animals, ecological concerns and ethical issues have led to a global decline in this trend over the years. Questions have also been raised over its relevance for a medical graduate. With the advancement of technology, computer based simulation modules or video demonstrations are now being advocated as a replacement to the traditional teaching method. Apart from addressing the previous concerns, it also makes the learning process more student-centric. This article attempts to review the work done on assessing effectiveness and student perceptions of these computer-based learning tools.
Best practices for learning physiology: combining classroom and online methods
Advances in Physiology Education, 2017
Physiology is a requisite course for many professional allied health programs and is a foundational science for learning pathophysiology, health assessment, and pharmacology. Given the demand for online learning in the health sciences, it is important to evaluate the efficacy of online and in-class teaching methods, especially as they are combined to form hybrid courses. The purpose of this study was to compare two hybrid physiology sections in which one section was offered mostly in-class (85% in-class), and the other section was offered mostly online (85% online). The two sections in 2 yr ( year 1 and year 2) were compared in terms of knowledge of physiology measured in exam scores and pretest-posttest improvement, and in measures of student satisfaction with teaching. In year 1, there were some differences on individual exam scores between the two sections, but no significant differences in mean exam scores or in pretest-posttest improvements. However, in terms of student satisfa...
Pakistan Journal of Medical Sciences, 2016
Objective: To compare the perception of medical students on the usefulness of the interactive lectures, case-based lectures, and structured interactive sessions (SIS) in teaching and learning of Physiology. Methods: A cross-sectional study was carried out from January to December 2012 at Bahria University Medical & Dental College, Karachi, which had qualitative and quantitative aspects, assessed by selfreported questionnaire and focused group discussion (FGD). The questionnaire was distributed to 100 medical students after completion of first year of teaching of MBBS Physiology. The data was analyzed using SPSS version 15. Differences were considered significant at p-values <0.05 after application of Friedman test. Responses of FGD were analyzed. Results: All the teaching methodologies helped in understanding of precise learning objectives. The comprehension of structure and functions with understanding of difficult concepts was made best possible by SIS (p=0.04, p<0.01). SIS enabled adult learning, self-directed learning, peer learning and critical reasoning more than the other teaching strategies (p< 0.01). Conclusion: SIS involved students who used reasoning skills and power of discussion in a group to comprehend difficult concepts for better understanding of Physiology as compared to interactive and casebased lectures.