Voluntary participation in an active learning exercise leads to a better understanding of physiology
Voluntary participation in an active learning exercise leads to a better understanding of physiology
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DOI：
10.1152/advan.00011.2010
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发表时间：
2011-03-01
影响因子：
2.1
通讯作者：
West, Crystal A.
中科院分区：
文献类型：
--
作者：
Carvalho, Helena;West, Crystal A.
Carvalho H，West CA.自愿参加积极的学习活动可以更好地理解生理学。Adv ;Physiol Educ 35：53-58，2011; doi：10.1152/advan. 00011.2010.-当学生集中注意力并思考手头的主题时，他们学得最好。在生理学教学中，我们必须为学生提供积极参与的机会。这种做法有助于将注意力集中在专题上，从而引起对有关机制的真正兴趣。这项研究的目的是确定提供自愿主动学习练习是否会提高学生对所涵盖材料的理解和应用。为了比较表现，匿名心肺评估被分配给两组学生在秋季（对照组，n = 168）和春季（治疗组，n = 176）学期。两组学生都采用传统方法授课，治疗组学生可以选择自愿参加两项额外的主动学习练习：1）小组讨论，学生将在运行BIOPAC软件进行实验室练习之前与助教讨论生理学主题，2）自由回答问题，学生们在实验练习后匿名回答一个短文问题。在这些形成性评估中，学生们从与同龄人的讨论中以及从教师关于误解的评论中获得了关于他们目前学习状态的反馈。由于参加了这些活动，治疗组的学生在评价方面的总体表现更好[卡方（2）（自由度= 1）= 31.2，P < 0.001]（治疗组：62%的回答正确，对照组：49%），观察到的差异为13%（95%置信区间：8，17）。总之，这项研究提出了足够的证据，当机会出现时，学生成为学习过程中的积极参与者，这转化为他们对生理概念的理解和应用的改善。
Carvalho H, West CA. Voluntary participation in an active learning exercise leads to a better understanding of physiology. Adv ;Physiol Educ 35: 53-58, 2011; doi:10.1152/advan. 00011.2010.-Students learn best when they are focused and thinking about the subject at hand. To teach physiology, we must offer opportunities for students to actively participate in class. This approach aids in focusing their attention on the topic and thus generating genuine interest in the mechanisms involved. This study was conducted to determine if offering voluntary active learning exercises would improve student understanding and application of the material covered. To compare performance, an anonymous cardiorespiratory evaluation was distributed to two groups of students during the fall (control, n = 168) and spring (treatment, n = 176) semesters. Students in both groups were taught by traditional methods, and students in the treatment group had the option to voluntary participate in two additional active learning exercises: 1) a small group discussion, where students would discuss a physiology topic with their Teaching Assistant before running BIOPAC software for the laboratory exercise and 2) a free response question, where students anonymously responded to one short essay question after the laboratory exercise. In these formative assessments, students received feedback about their present state of learning from the discussion with their peers and also from the instructor comments regarding perceived misconceptions. As a result of the participation in these activities, students in the treatment group had a better overall performance [chi(2) (degree of freedom = 1) = 31.2, P < 0.001] on the evaluation (treatment group: 62% of responses correct and control group: 49%) with an observed difference of 13% (95% confidence interval: 8, 17). In conclusion, this study presents sufficient evidence that when the opportunity presents itself, students become active participants in the learning process, which translates into an improvement in their understanding and application of physiological concepts.