Learning by doing: construction and manipulation of a skeletal muscle model during lecture

Rodenbaugh, David W.; Lujan, Heidi L.; DiCarlo, Stephen E.

doi:10.1152/advan.00093.2012

Cited by 19 publications

(18 citation statements)

References 44 publications

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“…The PPMs developed by our undergraduates and presented at the SIP were considered highly representative of their respective physiological topics, encouraging discussions about the theme and promoting student-student and student-teacher interactions. This could be attributed to the interactive nature of the models, whose colors, movements, sounds and even smells and tastes captivated the audience, creating an enjoyable atmosphere of excitement and passion for learning during the SIP, as observed in experiences described by other groups [13, 22]. …”

Section: Discussionmentioning

confidence: 99%

A student-centered approach for developing active learning: the construction of physical models as a teaching tool in medical physiology

et al. 2014

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BackgroundTeaching physiology, a complex and constantly evolving subject, is not a simple task. A considerable body of knowledge about cognitive processes and teaching and learning methods has accumulated over the years, helping teachers to determine the most efficient way to teach, and highlighting student’s active participation as a means to improve learning outcomes. In this context, this paper describes and qualitatively analyzes an experience of a student-centered teaching-learning methodology based on the construction of physiological-physical models, focusing on their possible application in the practice of teaching physiology.MethodsAfter having Physiology classes and revising the literature, students, divided in small groups, built physiological-physical models predominantly using low-cost materials, for studying different topics in Physiology. Groups were followed by monitors and guided by teachers during the whole process, finally presenting the results in a Symposium on Integrative Physiology.ResultsAlong the proposed activities, students were capable of efficiently creating physiological-physical models (118 in total) highly representative of different physiological processes. The implementation of the proposal indicated that students successfully achieved active learning and meaningful learning in Physiology while addressing multiple learning styles.ConclusionThe proposed method has proved to be an attractive, accessible and relatively simple approach to facilitate the physiology teaching-learning process, while facing difficulties imposed by recent requirements, especially those relating to the use of experimental animals and professional training guidelines. Finally, students’ active participation in the production of knowledge may result in a holistic education, and possibly, better professional practices.

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Section: Discussionmentioning

confidence: 99%

A student-centered approach for developing active learning: the construction of physical models as a teaching tool in medical physiology

et al. 2014

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“…According to educational psychologist Noel Entwistle, undergraduate students need to be supported to move away from surface learning approaches characterized by the mere memorization of content for the purpose of scoring well on examinations toward deeper learning strategies, strategies characterized by a drive to understand underlying principles and concepts by grappling meaningfully with content (8,15). While many physiology courses inherently include activities that support active learning such as inquiry-based laboratories (17), active learning-based review sessions (9), and hands-on manipulation of models (25), many basic science instructors continue to struggle with providing a coherent and consistent curriculum that encourages and supports deep and active learning. A relatively new pedagogical approach that is purported to support deep and active learning in basic medical science disciplines is the flipped classroom (26).…”

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confidence: 99%

Flipped classrooms and student learning: not just surface gains

McLean

Attardi

Faden

et al. 2016

Advances in Physiology Education

197

121

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The flipped classroom is a relatively new approach to undergraduate teaching in science. This approach repurposes class time to focus on application and discussion; the acquisition of basic concepts and principles is done on the students' own time before class. While current flipped classroom research has focused on student preferences and comparative learning outcomes, there remains a lack of understanding regarding its impact on students' approaches to learning. Focusing on a new flipped classroom-based course for basic medical sciences students, the purpose of the present study was to evaluate students' adjustments to the flipped classroom, their time on task compared with traditional lectures, and their deep and active learning strategies. Students in this course worked through interactive online learning modules before in-class sessions. Class time focused on knowledge application of online learning module content through active learning methods. Students completed surveys and optional prequiz questions throughout the term to provide data regarding their learning approaches. Our results showed that the majority of students completed their prework in one sitting just before class. Students reported performing less multitasking behavior in the flipped classroom compared with lecture-based courses. Students valued opportunities for peer-peer and peer-instructor interactions and also valued having multiple modes of assessment. Overall, this work suggests that there is the potential for greater educational gains from the flipped classroom than the modest improvements in grades previously demonstrated in the literature; in this implementation of the flipped classroom, students reported that they developed independent learning strategies, spent more time on task, and engaged in deep and active learning.

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“…In the anatomy and physiology laboratory active learning techniques can be especially effective in improving student learning outcomes (Abraham et al, 2012;Brown, 2010;DiPasquale, Mason, & Kolkhorst, 2003;Nieder, Parmelee, Stolfi, & Hudes, 2005;Rathner, Hughes, & Schuijers, 2013;Vasan, DeFouw, & Holland, 2008) and in student perception of their learning (Harrison, Nichols, & Whitmer, 2001;Rodenbaugh, Lujan, & DiCarlo, 2012). Ultimately, prioritizing problem-based learning, over memorization, will produce better-equipped health care professionals (S. A.…”

Section: Active Learning In the Anatomy And Physiology Laboratorymentioning

confidence: 99%

Active Learning Improves Student Performance in a Respiratory Physiology Lab

Wolf

Liachovitzky

Abdullahi

2014

JCT

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This study assessed the effectiveness of the introduction of active learning exercises into the anatomy and physiology curriculum in a community college setting. Specifically, the incorporation of a spirometry-based respiratory physiology lab resulted in improved student performance in two concepts (respiratory volumes and the hallmarks of respiratory diseases) but not a third (the relationship between volume, pressure and airflow). Anonymous post-lab surveys indicated that the modification increased student's interest in the subject and encouraged interactive learning as well as the use of technology in the classroom. However, although test sections outperformed control sections in the lab midterm, the difference was statistically insignificant, presumably due to the fact that respiratory concepts only accounted for less than 20% of the exam.

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Learning by doing: construction and manipulation of a skeletal muscle model during lecture

Cited by 19 publications

References 44 publications

A student-centered approach for developing active learning: the construction of physical models as a teaching tool in medical physiology

A student-centered approach for developing active learning: the construction of physical models as a teaching tool in medical physiology

Flipped classrooms and student learning: not just surface gains

Active Learning Improves Student Performance in a Respiratory Physiology Lab

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