Effect of preferred learning styles on academic achievements: A cross sectional descriptive study.

Objective: This study aims to find out the preferred mode of study for undergraduate Physiology students and effect of learning style preferences on academic achievements. Study Design: Cross Sectional, Descriptive study. Setting: Fatima Jinnah Medical University, Lahore. Period: December 2018 to June 19. Material & Methods: Total 170 undergraduate’s 2nd year MBBS Physiology students were included. The VARK questionnaire (Version 7.1) designed by Fleming was administered to 170 students after taking consent. This questionnaire is a valid tool to assess the learning style preferences of students. It consists of 16 questions having four options each and a scoring chart at the end, for the students to calculate their own scores. The aggregate percentage of periodic assessments throughout the academic year was defined as academic achievement. It was matched with their learning style preferences. A relationship between the learning style preferences and academic achievement was studied. Data was analyzed by using SPSS version 23.0. Results: Out of a total of 170 students, 73 (43%) preferred kinesthetic while 51(30%) preferred aural mode of learning. However, no association between learning style preferences and academic achievements could be found. Conclusion: The study concluded that the most preferred learning style among the M.B.B.S 2nd year Physiology students was kinesthetic. No significant association was found between the learning style preferences and academic achievement. Teaching modalities can be improved and incorporated according to students’ preferences.

Some assembly required: building a hands-on model of a single receptive field in the retina

Many students struggle to understand the sometimes counterintuitive and complicated organization of the retina. As soon as they begin to grasp these complex relationships, we add another confusing concept: the organization of receptive fields of individual ganglion cells. Publishers provide figures in textbooks and videos, but like many topics in physiology, students may learn more effectively using hands-on models. This article provides instructions for building a three-dimensional model of a single retinal receptive field using inexpensive craft supplies. In alignment with the principles of universal design, this model will make the material easier to comprehend and more accessible to learners of all abilities. This activity provides a framework for students to begin exploring the structures and functions of cells of the retina and the organization of receptive fields in the visual system and provides a foundation for explaining other types of sensory systems.

The Smart Skeleton: an open-source, interactive tool for teaching muscle actions and joint movements

This paper describes the design, construction, and use of an open-source hardware and software tool intended to help Anatomy and Physiology students test their knowledge of muscle actions and joint movements. Orientation sensors are attached to a model skeleton to turn the skeleton into an interactive, physical model for teaching limb movements. A detailed description of the construction of the tool is provided, as well as the configuration and use of companion software.

Advising physiology students: perceptions from the programs

Academic advising outcomes can be linked to both student success and retention. Yet relatively little is known specifically related to advising in physiology programs. Professional organizations dedicated to academic advising in general, and more specifically advising future health professional students exist, yet, whether current physiology programs utilize these resources remains unknown, as does a number of other demographic information about advising in physiology programs. Here we present data gathered from a sample of physiology educators to inform what current advising practices of physiology students are. Forty-five respondents from a variety of institutions and programs provided information on advising structures, resources utilized, student populations, and concerns. While programs may differ, many of the concerns regarding advising physiology students are the same.

Student response to a cooperative learning element within a large physiology class setting: lessons learned

Physiology students grapple with large amounts of subject content and hence memorize facts to pass examinations. In parallel, students display limited critical-thinking and creative skills, integration abilities, and/or a deeper engagement with subject content. This study aimed to assess the feasibility of introducing active learning methods (cooperative learning) in a relatively large class to final-year undergraduate physiology students (Bachelor of Science stream) at Stellenbosch University in South Africa. An assignment designed to enhance active and engaged learning was made available to the students ( n = 225) during the second week of a 5-wk cardiovascular physiology series of lectures. Students were instructed to freely form working groups ( n = 3/group) and the assignment was due by the end of the module. Student groups were expected and encouraged to continuously work on the assignment (outside class time). Three cooperative learning slots were also created during class time, with the lecturer and postgraduate students acting as guides. After the module, students anonymously completed an electronic questionnaire. This study revealed three major findings in terms of implementing cooperative learning in large classes within a South African context, i.e., 1) relatively good reception by students with some indication of group work; 2) it is logistically feasible in relatively large classes, although adequate support is crucial; and 3) additional measures need to be adopted to ensure its success.

Australian exercise physiology student attitudes and knowledge towards people living with mental illness

Purpose Physical activity is increasingly recognised as critical to improving physical and mental health (MH). Understanding the education and training requirements of exercise professionals will support better integration of these emerging MH professionals within the multidisciplinary MH team. The purpose of this study was to determine the exposure to, knowledge and attitudes of final year exercise physiology students towards people with mental illness (MI). Design/methodology/approach Student exposure to and knowledge and attitudes of people living with MH were assessed via a 24-item online questionnaire. Findings In total, n = 63 out of 78 eligible students participated (81%). Of the participants, 81% (n = 51) showed a favourable attitude towards people with MI and 68% (n = 43) of participants had good knowledge of topics relating to MI. Significant correlations existed between the total score for attitude and any exposure to MH issues and having undertaken placement as part of university training and knowledge and total scores. Further training and education are needed to better equip exercise physiology graduates to work with people with MI. Originality/value This is the first study to examine the attitudes and knowledge of exercise physiology students towards people living with MI and their association with exposure to MI. Given the growing number of exercise professionals being integrated into multidisciplinary MH teams, this study may help to direct the delivery of associated training and education services.

Inquiry in oral communication: adapting oral examinations for teaching introductory physiology students to evaluate scientific research studies

Generating an increasingly skilled and numerous workforces of science, technology, engineering, and mathematics (STEM) professionals is a national priority. Central to this goal is improving the ability of STEM graduates to apply scientific inquiry within oral communication, a necessary skill for STEM professionals. In this case study of an introductory biology course, we observed that providing explanatory feedback to students responding to inquiry-based questions in an oral examination suggests improvements in students’ abilities to critically analyze results, draw conclusions, and discuss the broader implications of data. We found students struggled with generating hypotheses and constraining discussions of scientific limitation and broader implications. We show that low-performing students especially benefit from the feedback intervention. The findings of this study are applicable to college and university instructors who are looking to incorporate methods for teaching students to use scientific inquiry effectively during oral communication, particularly those with access to teaching assistants.

Development of Core Clinical Learning Competencies for Australian Exercise Physiology Students

ABSTRACT Background: Clinical placements and assessment are an essential part of education to become a health professional. However, quality assessment in a clinical environment is challenging without a clear representation of what constitutes competence. The aim of this study was to establish core clinical learning competencies for Australian exercise physiology students. Methods: This study used a mixed-methods, multiphase approach. The competencies were developed following electronic surveys and focus groups, with additional refinement provided by the project team. Preliminary validation was conducted via electronic survey where (i) participants rated the importance of each unit of competency for entry-level practice, and (ii) participants who had recently graduated (n = 23) rated the extent to which they perceived they were competent in each unit. Results: The competencies are described as 19 elements organized into 6 units. The units are (i) communication, (ii) professionalism, (iii) assessment and interpretation, (iv) planning and delivery of an exercise and/or physical activity intervention, (v) lifestyle modification, and (vi) risk management. Of 126 survey participants, the majority (93%–98%) considered each unit as being important for entry-level practice. The majority (78%–95%) of recent graduates considered themselves competent in each unit, suggesting the competencies are articulated around the level of a new practitioner. Conclusion: The core clinical learning competencies resulted from an extensive, iterative process involving those with expertise in the area. The competencies have a range of applications, including informing the development of a student placement assessment tool for use in a clinical placement environment.