Teaching physiology online: successful use of case studies in a graduate course

Casotti, Giovanni; Beneski, John T.; Knabb, Maureen

doi:10.1152/advan.00159.2012

Cited by 20 publications

(20 citation statements)

References 4 publications

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“…Physiology aims to teach students how to apply their previously acquired medical science knowledge, derived from courses such as cell biology and biochemistry, to understand how the human body functions as a whole. Our own experiences, as well as the results of other researchers, show that teaching physiology is best done by engaging in class discussion or other activities [5,6], which has even been accomplished using a case-based online course [7].…”

Section: Discussionmentioning

confidence: 70%

Distance Education in Medical Education: Is There “Value Added”?

et al. 2014

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At Indiana University School of Medicine, the classrooms of two regional campuses were connected, and interactive physiology instruction was provided to both classes simultaneously by computer and video teleconferencing. The physical presence of the instructor alternated between sites. The implementation of the project and its educational outcomes are presented. It was an effective teaching model as demonstrated by objective measures of student performance. The interactive classroom teaching mode in the form of teambased learning, small group work, role play, and patient simulations was well received by students, while distance education technology was perceived as a barrier to learning. The lessons learned from the connected classroom teaching mode are valuable for future medical sciences courses in which resources are shared between students, faculty members, clinicians, and patients when travel is not feasible.

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Section: Discussionmentioning

confidence: 70%

Distance Education in Medical Education: Is There “Value Added”?

et al. 2014

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“…Because this was an exploratory project, the purpose of the survey was simply to determine if students felt that the course format and content were valuable. Therefore, we designed the survey to focus on students' satisfaction with specific aspects of the course and used "traditionally designed courses" as a reference point when appropriate, a common approach when piloting a new course (1,4). Because the survey was optional/ anonymous and not systematically designed as research, it was determined to be exempt from Institutional Review Board oversight by the University of Colorado Boulder.…”

Section: Discussionmentioning

confidence: 99%

Adding value to a graduate physiology seminar by focusing on public communication skills

LaRocca

Justice

Seals

et al. 2016

Advances in Physiology Education

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A MAJOR GOAL of graduate education is the development of students as "stewards of the discipline," scholars who can create and preserve knowledge and responsibly translate it through writing, teaching, and practical applications (5). These qualities are consistent with the American Physiological Society's list of professional skills for physiologists and trainees (3). Key competencies on this list include building core biomedical knowledge, research/analytical abilities, and communication skills. By default, core knowledge and research aptitude are a central focus of most graduate physiology programs. As a result, there is significant interest in teaching strategies like active and problem-based learning (PBL) that enhance the development of these competencies (9, 14). However, communication skills often receive less emphasis, leaving many graduate students underequipped to effectively share their knowledge with the wider community (7, 13). Most opportunities graduate students do have to learn and practice communication skills involve scientific audiences. However, for most students, effective public communication skills may be just as important (7, 13). Students planning to pursue academic careers, for example, will be expected to contribute to the research missions of their institutions, most of which emphasize the dissemination of scientific knowledge for the good of society. Indeed, public outreach is often a key component of institutional service expectations. This requires scientists to clearly and succinctly explain complex ideas to nonexpert audiences. Successful scientists also need these skills to effectively explain their work to peers in other disciplines (e.g., as guest lecturers in other departments) or staff officials at the National Institutes of Health or other health/ research organizations, and to describe the importance of their research to nonexperts in industry, foundations, and potential donor/philanthropic groups to obtain funding. Similarly, and perhaps even more importantly, a significant percentage of graduate students studying physiology are bound for nonresearch careers in health care, public health, teaching, industry, and other fields. Without a doubt, these students will need to clearly and effectively explain science to patients, students, colleagues, and other nonscientific groups. Nevertheless, most graduate students receive little or no training in communicating with such general audiences. A general lack of training in public communication skills is a particular concern in the context of key public health problems, pressing issues that require research attention and broader public action (2). One such issue is population aging.

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“…Also, and though others have found it valuable in graduate education to specifically increase critical thinking and engage in more authentic learning (e.g. Casotti, Beneski, & Knabb, 2013;Kantar, 2013;Ulanoff et al, 2009), existing research concerning CBI in graduate education is likewise limited. Also of interest to this study is Mayo's (2004) assertion that "a promising direction for casebased instruction might involve the combination of video technology and case method of teaching" (p. 144).…”

Section: Introductionmentioning

confidence: 99%

Teaching Developmental Theory with Interrupted Video Case Studies

Anderson

2019

JoSoTL

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This study sought to determine the usefulness of interrupted case studies, utilizing a progressive disclosure of information over time, to increase critical thinking and student learning in the study of foundational theories in the human development field. Apted’s (2013) Up documentary series, consisting of video interviews over a 49-year period, was used as the interrupted study and successfully provided vicarious, but meaningful, opportunities to consistently and authentically apply course content. Participants (N = 23) were students in three sections of a graduate Human Development course where a pre-/post-test format was utilized. The effect was significant as all participant’s posttest score improved an average of 24.3%, F(3, 19) = 3.55, p = .049. Also, coded student work indicated an increase in complex levels of thinking across the 8-week assignment, further validating post-test scores, t(352) = -3.172, p = .002. Evidence from student work further confirmed that an interrupted video case-study, could address limitations typically associated with case-based instruction and, more importantly, provide the critical case-study qualities needed here. Those included, telling a detailed, ambiguous, and real-life story that provided genuine context to connect theory and practice.

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Teaching physiology online: successful use of case studies in a graduate course

Cited by 20 publications

References 4 publications

Distance Education in Medical Education: Is There “Value Added”?

Distance Education in Medical Education: Is There “Value Added”?

Adding value to a graduate physiology seminar by focusing on public communication skills

Teaching Developmental Theory with Interrupted Video Case Studies

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