Comparison of a computer simulation program and a traditional laboratory practical class for teaching the principles of intestinal absorption.
Comparison of a computer simulation program and a traditional laboratory practical class for teaching the principles of intestinal absorption.
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用于教授肠道吸收原理的计算机模拟程序与传统实验室实践课程的比较。
DOI：
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发表时间：
1994
影响因子：
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通讯作者：
E. Stuart
中科院分区：
文献类型：
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作者：
D G Dewhurst;J. Hardcastle;P. Hardcastle;E. Stuart
在这里，我们描述了一个评价的有效性，与传统的实验室相比，一个互动的计算机辅助学习（CAL）程序，它模拟了一系列的实验进行隔离，外翻囊的大鼠小肠。该计划针对生理学本科生，旨在为传统的以实验室为基础的实践课程提供另一种以学生为中心的学习方法。评价性研究比较了两组学习上皮转运模块的二年级本科生：一组使用CAL程序和相关学习材料独立工作，另一组遵循传统的实践类方法，在实验室监督下工作。通过由一系列问题类型（例如，简答事实，计算，解释）给学生之前和之后的模块。学生对两种方法的态度进行了问卷调查，并比较了资源需求。结果发现，这两组学生的知识增益是相同的，学生有一个积极的态度使用CAL程序的这种类型，和传统的实验室为基础的方法的成本是五倍。CAL计划整合到本科课程的潜力进行了讨论。
Here we describe an evaluation of the effectiveness, compared with a traditional laboratory, of an interactive computer-assisted learning (CAL) program, which simulates a series of experiments performed using isolated, everted sacs of rat small intestine. The program is aimed at undergraduate students of physiology and is designed to offer an alternative student-centered learning approach to the traditional laboratory-based practical class. The evaluative study compared two groups of second-year undergraduate students studying a module on epithelial transport: one group worked independently using the CAL program and associated learning materials, and the other group followed a conventional practical class approach, working in the laboratory under supervision. Knowledge gain of each group was measured by means of a test consisting of a range of question types (e.g., short-answer factual, calculation, interpretation) given to students before and after the module. Student attitude to both approaches was assessed by questionnaire, and the resource requirements were also compared. It was found that the knowledge gain of both groups of students was the same, that students had a positive attitude toward using CAL programs of this type, and that the cost of the conventional laboratory-based approach was five times greater. The potential for integrating CAL programs into the undergraduate curriculum is discussed.