Outcome assessment of a computer-animated model for learning about the regulation of glomerular filtration rate

Abstract

The regulation of the glomerular filtration rate (GFR) is a particularly important and challenging concept for students to integrate into a memorable framework for building further knowledge and solving clinical problems. In this study, 76 first-year veterinary students and 19 veterinarians in clinical specialty training (house officers) participated in separate online exercises to evaluate the use of a computer-animated model of GFR regulation (www.aamc.org/mededportal) on learning outcome. Students were randomly allocated to study either the animated model or written materials before completion of a 10-question multiple-choice quiz. House officers completed a 35-question test before and after study of the animated model. Both groups completed a survey about the learning exercise. The ability of the model to enhance learning was demonstrated by a significant improvement (P < 0.001) in the test performance of house officers after studying the model. The model performed similarly to written materials alone in affecting the subsequent quiz performance of the students. The majority of students and house officers agreed or strongly agreed that the animated model was easy to understand, improved their knowledge and appreciation of the importance of GFR regulation, and that they would recommend the model to peers. Most students [63 of 76 students (83%)] responded that they would prefer the use of the animated model alone over the study of written materials but acknowledged that a combination of hardcopy written notes and the animated model would be ideal. A greater applicability of the model to more advanced students and an introduction in a didactic setting before individual study were suggested by the house officers. The results of this study suggest that the animated model is a useful, effective, and well-received tool for learning and creating a visual memory of the regulatory mechanisms of GFR.

Self-learning through the PhysioExTM 9.0 simulator as a teaching tool in Veterinary Physiology. The opinion of the students.

“…However, it can be also deduced that the main negative factor that could go against self-learning is that the duration and effort that students have to make in this kind of practical sessions seems excessive to them. These results are comparable with previous studies in which the use of animated models were considered useful and effective tools for teaching, allowing students to preserve virtual images that helped them remember the studied mechanisms (García-Vázquez et al, 2011;Gookin et al, 2010;Wang, 2001). Simulators allow to understand dynamic and complex systems whose understanding would be hindered when using static graphics or texts (O'Day, 2007).…”

Lighting up the NMJ: developing an LED-based model of the neuromuscular junction for the undergraduate classroom

“…Acetylcholine from the presynaptic vesicles binds to the nicotinic acetylcholine receptor (5), causing an influx of sodium ions and an efflux of potassium ions (6). This end-plate potential continues down a t-tubule, eventually causing a muscle contraction (7). Excess acetylcholine can be broken down by acetylcholinesterase (8) or simply can diffuse away.…”

“…Despite the overwhelming evidence for adopting a more active and student-centered style of instruction, the most commonly utilized resource associated with college courses is still the textbook (22). When a student does not understand the presented material, they are often forced to go beyond the textbook, exploring online resources in the form of videos, tutorials, and quizzing systems (7). While very well-produced online videos exist (10,11), many of these cannot be provided with narration by an instructor of the course without extra editing of the video.…”

Evaluation of a virtual neurophysiology laboratory as a new pedagogical tool for medical undergraduate students in China

“…In practice, some teachers in our university prefer to use the virtual laboratory alone rather than in combination with the living tissue laboratory, whereas others doubt the validity of the virtual laboratory as a useful pedagogical tool. Even though numerous useful virtual physiology laboratory programs have been developed and evaluated by physiology educators (1,2,8,9,12,17,18), whether a virtual neurophysiology laboratory designed for the measurement of extracellular AP generation and conduction can enhance or completely replace the educational benefits of live tissue laboratories has not been reported.…”