A virtual experiment improved students’ understanding of physiological experimental processes ahead of a live inquiry-based practical class

Abstract

Physiology is commonly taught through direct experience and observation of scientific phenomena in “hands-on” practical laboratory classes. The value of such classes is limited by students’ lack of understanding of the underlying theoretical concepts and their lack of confidence with the experimental techniques. In our experience, students follow experimental steps as if following a recipe, without giving thought to the underlying theory and the relationship between the experimental procedure and the research hypotheses. To address this issue, and to enhance student learning, we developed an online virtual experiment for students to complete before an inquiry-based practical. The virtual experiment and “live” practical laboratory were an investigation of how autonomic nerves control contractions in the isolated rabbit ileum. We hypothesized that the virtual experiment would support students’ understanding of the physiological concepts, as well as the experimental design associated with the practical. Anonymous survey data and usage analytics showed that most students engaged with the virtual experiment. Students thought that it helped them to understand the practical physiological concepts and experimental design, with self-reported time spent on the virtual experiment (and not on lectures or practical class notes) a significant predictor of their understanding. This novel finding provides evidence that virtual experiments can contribute to students’ research skills development. Our results indicate that self-paced online virtual experiments are an effective way to enhance student understanding of physiological concepts and experimental processes, allowing for a more realistic experience of the scientific method and a more effective use of time in practical classes.

International educators’ attitudes, experiences, and recommendations after an abrupt transition to remote physiology laboratories

“…Synchronous virtual laboratories are completed by students at a scheduled time, whereas asynchronous virtual laboratories are not scheduled and do not require real-time interactions. Examples of virtual physiology laboratories include those developed by faculty/academics and freely shared online (11) and commercial products (ADInstruments, https://www. adinstruments.com; Pearson PhysioEx, https://www.pearson.…”

“…Past drivers for moving to these virtual undergraduate laboratories were lower costs (especially staffing) and concerns with animal use (12,13). In many cases, rather than replacing traditional laboratories, virtual physiology laboratories have been used to supplement traditional laboratories, often using a blended model of teaching (11,14,15). For this study, when the virtual laboratories were completed online, and outside of instructional laboratory space, they were considered to be "remote" laboratories.…”

The effectiveness of animal physiology practical book based on guided inquiry model

“…Inquiry learning affected student performance on the written report for the practical activity. The effective way to enhance student understanding of physiological concepts and experimental processes, allowing for a more realistic experience of the scientific method and a more effective use of time in practical classes (Quiroga & Choate, 2019). Student activities using a practical guide for each meeting can be seen in the following Table 6.…”

Updating anatomy and physiology lab delivery: shifting from a paper-based to an online lab instruction platform, just in time for a global pandemic

“…Rowe et al (11) recorded nearly identical comments in a study that included laboratory classes in biology, chemistry, and physics. An instructional design that has been well-received by students is a blended format, where students prepare for the in-person laboratory by doing online prework that often includes a simulation or other virtual experiment (12)(13)(14)(15).…”