Making students do the thinking: team-based learning in a laboratory course

2014 ◽  
Vol 38 (1) ◽  
pp. 49-55 ◽  
Author(s):  
Shawn R. Simonson
Keyword(s):  
Skill Development ◽  
Exercise Physiology ◽  
Laboratory Course ◽  
Teaching Pedagogy ◽  
Content Learning ◽  
Laboratory Courses ◽  
Student Teams ◽  
Learning Skill ◽  
Team Based Learning ◽  
Physiology Laboratory

Team-based learning (TBL) is a teaching pedagogy for flipping the classroom that moves the focus of the classroom from the instructor conveying course concepts via lecture to the application of concepts by student teams. It has been used extensively in lecture courses; however, there is little evidence of its use in laboratory courses. The purpose of this report is to describe the implementation of TBL in a graduate exercise physiology laboratory course. Using TBL in a graduate laboratory course was very successful and well received by both the students and instructor. Students reported increased content learning, skill development, and retention. They took on the responsibility for learning and were more accountable. The learners drove the process and were guided by the instructor rather than through instructor-centered delivery.

A new approach for laboratory exercise of pathophysiology in China based on student-centered learning

2015 ◽  
Vol 39 (2) ◽  
pp. 116-119 ◽  
Author(s):  
Jian Chen ◽  
Junhai Zhou ◽  
Li Sun ◽  
Qiuhui Wu ◽  
Huiling Lu ◽  
...  
Keyword(s):  
Active Learning ◽  
Learning Strategies ◽  
Teaching Method ◽  
Student Centered ◽  
Student Centered Learning ◽  
Laboratory Course ◽  
Laboratory Exercise ◽  
Laboratory Courses ◽  
Learning Skill ◽  
Undergraduate Laboratory

Student-centered learning is generally defined as any instructional method that purportedly engages students in active learning and critical thinking. The student-centered method of teaching moves the focus from teaching to learning, from the teachers' conveying course concepts via lecture to the understanding of concepts by students. The student-centered method has been used extensively in lecture courses in China; however, there is little evidence of its use in laboratory courses. The purpose of the present study was to describe the implementation of a student-centered method in a pathophysiology laboratory course. The use of student-centered learning strategies in an undergraduate laboratory course was well received by both students and teachers. Here, students had to take on responsibility for their own learning and, thus, became more accountable. Moreover, they reported increased active learning, skill development, information collection, and retention. In addition, mean scores for the quiz were significantly higher in the student-centered method compared with the traditional teaching method. The shift from teacher-centered delivery to a student-centered model led to a positive change, in which the learners drove the process and were guided, not directed, by the teacher.

scholarly journals Peer instruction in a physiology laboratory course in China

2018 ◽  
Vol 42 (3) ◽  
pp. 449-453 ◽  
Author(s):  
Hui Bian ◽  
Yan Bian ◽  
Jiao Li ◽  
Yue Li ◽  
Yanhua Ma ◽  
...  
Keyword(s):  
Degrees Of Freedom ◽  
Incorrect Response ◽  
Peer Instruction ◽  
Negative Effects ◽  
Laboratory Course ◽  
Confidence Levels ◽  
Positive Effects ◽  
Laboratory Courses ◽  
School Year ◽  
Physiology Laboratory

Peer instruction has been used extensively in lecture courses; however, there is little evidence of its use in laboratory courses. The purpose of the present study was to describe the implementation of the peer instruction method in a physiology laboratory course in China. Second-year medical students attended a 6-wk physiology laboratory course in the fall semester of the 2016–2017 school year. In the six new physiology laboratory classes, peer instruction strategies were used to substitute for the traditional short, didactic lectures. The effects of peer instruction were measured by in-class quizzes and confidence levels. The students’ evaluations of peer instruction were measured by a Likert scale questionnaire. Peer instruction significantly improved the mean score on quizzes (0.53 ± 0.50 vs. 0.68 ± 0.47, P < 0.001) and confidence levels (2.36 ± 0.66 vs. 2.80 ± 0.45, P < 0.001). Furthermore, for individual incorrect answers, 39.07% changed to correct answers after peer instruction, whereas, for correct answers, 6.61% were changed to an incorrect response. Overall, significantly more students changed their answers from incorrect to correct than from correct to incorrect [χ2: 333.11; degrees of freedom (df): 1; P < 0.001]. Therefore, the positive effects of peer instruction were higher than the negative effects (χ2: 244.55; df: 1; P < 0.001). Moreover, student evaluations of peer instruction were highly positive. In conclusion, the implementation of peer instruction to the physiology laboratory course is an effective strategy to enhance students’ performance on in-class quizzes and confidence levels. In addition, the attitude of students toward peer instruction was favorable.

scholarly journals Structured oral examination as an effective assessment tool in lab-based physiology learning sessions

2020 ◽  
Vol 44 (3) ◽  
pp. 453-458
Author(s):  
Lifeng Wang ◽  
Ahmad Taha Khalaf ◽  
Dongyu Lei ◽  
Mengke Gale ◽  
Jing Li ◽  
...  
Keyword(s):  
Assessment Tool ◽  
Faculty Members ◽  
Oral Examination ◽  
Laboratory Course ◽  
Laboratory Courses ◽  
The Mean ◽  
Anxiety Levels ◽  
Second Year ◽  
Physiology Laboratory ◽  
Effective Assessment

Traditional oral examination (TOE) is criticized for the shortage of objectivity, standardization, and reliability. These perceived limitations can be mitigated by the introduction of structured oral examination (SOE). There is little evidence of the implementation of SOE in physiology laboratory courses. The purpose of this study was to investigate the effect of SOE in laboratory-based learning sessions. Second-year medical students ( n = 114) attended a 16-wk physiology laboratory course. They were initially assessed by TOE in the middle of the academic term. The students’ perspectives on this assessment were measured by a modified three-point Likert-type scale questionnaire. Following this, faculty members prepared topics for SOE; nine topics were included from each laboratory course. The correct answers and scoring criteria were discussed among the faculty before the SOE event. One week after the last laboratory course, SOE was carried out for each student. As with the TOE process, student feedback was collected via a modified three-point Likert-type scale questionnaire. The mean laboratory homework score from the first four and last four laboratory courses was also calculated. Paper exams were also conducted after TOE and SOE. The results show that SOE is more acceptable to students than TOE. Significant differences ( P < 0.05) were observed in terms of uniformity of questions asked, syllabus coverage, and anxiety levels. In addition, SOE improved students’ performance in the laboratory course explored here. We contend that SOE shows promise as an effective assessment tool in laboratory-based physiology learning sessions.

The Effects of Walking on Gastrocnemius Cooling During an Ice Bag Treatment

2014 ◽  
Vol 19 (6) ◽  
pp. 34-40 ◽  
Author(s):  
Stephanie J. Guzzo ◽  
Susan W. Yeargin ◽  
Jeffery S. Carr ◽  
Timothy J. Demchak ◽  
Jeffrey E. Edwards
Keyword(s):  
Outcome Measures ◽  
Gastrocnemius Muscle ◽  
Athletic Trainers ◽  
Exercise Physiology ◽  
Lower Extremity Injury ◽  
Physically Active ◽  
Treatment Conditions ◽  
Males And Females ◽  
Physiology Laboratory ◽  
Randomized Crossover Study

Context:Many athletic trainers use “ice to go” to treat their athletes. However, researchers have reported that icing a working muscle may negate intramuscular (IM) cooling.Objective:The purpose of our study was to determine the length of time needed to cool the gastrocnemius while walking followed by rest.Design:A randomized crossover study design was used.Setting:Exercise Physiology Laboratory.Patients or Other Participants:Nine healthy, physically active males and females (males 5, females 4; age 24.0 ± 2.0 years; height 174.0 ± 8.0 cm; weight 86.3 ± 6.5 kg; skinfold taken at center of gastrocnemius greatest girth, R leg 20.3 ± 4.4 mm, L leg 19.6 ± 4.1 mm) without lower extremity injury or cold allergy volunteered to complete the study.Intervention:Participants randomly experienced three treatment conditions on separate days: rest (R), walk for 15 minutes followed by rest (W15R), or walk for 30 minutes followed by rest (W30R). During each treatment, participants wore a 1 kg ice bag secured to their right gastrocnemius muscle. Participants walked at a 4.5km/hr pace on a treadmill during the W15R and W30R trials.Main Outcome Measures:A 1 × 3 within groups ANOVA was used to determine the effect of activity on cooling time needed for the gastrocnemius temperature to decrease 6 °C below baseline.Results:The R condition cooled faster (25.9 ± 5.5 min) than both W15R (33.7 ± 9.3 min;P= .002) and W30R (49.4 ± 8.4 min;P< .001). Average time to decrease 6 °C after W15R was 18.7 ± 9.3 minutes and after W30R was 19.4 ± 8.4 minutes.Conclusions:Clinicians should instruct their patients to stay and ice or to keep the ice on for an additional 20 minutes after they stop walking and begin to rest.

scholarly journals Teaching a biology laboratory course using Dictyostelium

2019 ◽  
Vol 63 (8-9-10) ◽  
pp. 551-561
Author(s):  
David A. Knecht ◽  
Kate M. Cooper ◽  
Jonathan E. Moore
Keyword(s):  
Dictyostelium Discoideum ◽  
Cell Biology ◽  
Room Temperature ◽  
Model System ◽  
Educational Settings ◽  
Biology Teaching ◽  
Laboratory Course ◽  
Cellular Processes ◽  
Laboratory Courses ◽  
Biology Laboratory

The Dictyostelium discoideum model system is a powerful tool for undergraduate cell biology teaching laboratories. The cells are biologically safe, grow at room temperature and it is easy to experimentally induce, observe, and perturb a breadth of cellular processes making the system amenable to many teaching lab situations and goals. Here we outline the advantages of Dictyostelium, discuss laboratory courses we teach in three very different educational settings, and provide tips for both the novice and experienced Dictyostelium researcher. With this article and the extensive sets of protocols and tools referenced here, implementing these labs, or parts of them, will be relatively straightforward for any instructor.

Design of Experiments: An Integral Part of a Thermal/Fluids Laboratory Course

2012 ◽  
Author(s):  
John C. Leylegian ◽  
Mohammad H. Naraghi
Keyword(s):  
Design Of Experiments ◽  
Statistical Analyses ◽  
Laboratory Course ◽  
Laboratory Courses ◽  
Thermal Fluids ◽  
Lecture Courses ◽  
Matrix Construction ◽  
Physical Phenomena ◽  
Course Syllabus

Laboratory courses can be, and are often used to provide practical demonstrations of physical phenomena studied in various lecture courses. At Manhattan College, a senior-level Thermal-Fluids Laboratory incorporates a Design of Experiments (DoE) component into the syllabus, in which students learn about development of a text matrix, construction of an experiment to fulfill that matrix, and statistical analyses to confirm hypotheses. This paper describes the entire course syllabus, the portions of the course relevant to DoE, and some of the experiments conducted in recent years.

scholarly journals Effects of an Elastic Hamstring Assistance Device During Downhill Running

2017 ◽  
Vol 57 (1) ◽  
pp. 73-83
Author(s):  
Randy L Aldret ◽  
Brittany A Trahan ◽  
Greggory Davis ◽  
Brian Campbell ◽  
David M Bellar
Keyword(s):  
Range Of Motion ◽  
Muscle Soreness ◽  
Exercise Physiology ◽  
Body Height ◽  
Isometric Strength ◽  
Strength Increase ◽  
Post Intervention ◽  
Downhill Running ◽  
Intervention Measures ◽  
Physiology Laboratory

AbstractThe purpose of this study was to determine the appropriateness of using an elastic hamstring assistance device to reduce perceived levels of soreness, increase isometric strength, increase passive range of motion, and decrease biomarkers of muscle damage after eccentric exercise, specifically, downhill running This study was conducted in a university exercise physiology laboratory placing sixteen apparently healthy males (X = 21.6 ± 2.5 years) into two groups using a pre-test/post-test design. Pre-intervention measures taken included participants’ body height, body mass, body fat, capillary blood samples, VO2max, isometric hamstring strength at 45 and 90 degrees of flexion and passive hamstring range of motion. Post-intervention measures included blood biomarkers, passive range of motion, the perceived level of soreness and isometric strength. An analysis of normality of data was initially conducted followed by multivariate analysis of variance (MANOVA) of hamstring strength at 45 and 90 degrees of flexion, blood myoglobin and passive range of motion of the hamstrings. Statistically significant changes were noted in subject-perceived muscle soreness and isometric strength at 90 degrees at the 24-hour post-exercise trial measure between the two groups. Results would suggest the findings could be explained by the decrease in muscle soreness from utilizing the device during the exercise trial. Further research should be conducted to address sample size issues and to determine if the results are comparable on different surfaces.

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