Teaching baroreflex physiology to medical students: a comparison of quiz-based and conventional teaching strategies in a laboratory exercise
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Teaching baroreflex physiology to medical students : a comparison of quiz-based and conventional teaching strategies in a laboratory exercise. / Berg, Ronan M G; Plovsing, Ronni R; Damgaard, Morten.
In: Advances in Physiology Education, Vol. 36, No. 2, 06.2012, p. 147-53.Research output: Contribution to journal › Journal article › Research › peer-review
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TY - JOUR
T1 - Teaching baroreflex physiology to medical students
T2 - a comparison of quiz-based and conventional teaching strategies in a laboratory exercise
AU - Berg, Ronan M G
AU - Plovsing, Ronni R
AU - Damgaard, Morten
PY - 2012/6
Y1 - 2012/6
N2 - Quiz-based and collaborative teaching strategies have previously been found to be efficient for the improving meaningful learning of physiology during lectures. These approaches have, however, not been investigated during laboratory exercises. In the present study, we compared the impact of solving quizzes individually and in groups with conventional teaching on the immediate learning during a laboratory exercise. We implemented two quizzes in a mandatory 4-h laboratory exercise on baroreflex physiology. A total of 155 second-year medical students were randomized to solve quizzes individually (intervention group I, n = 57), in groups of three to four students (intervention group II, n = 56), or not to perform any quizzes (control; intervention group III, n = 42). After the laboratory exercise, all students completed an individual test, which encompassed two recall questions, two intermediate questions, and two integrated questions. The integrated questions were of moderate and advanced difficulty, respectively. Finally, students completed an evaluation form. Intervention group I reached the highest total test scores and proved best at answering the integrated question of advanced difficulty. Moreover, there was an overall difference between groups for student evaluations of the quality of the teaching, which was highest for intervention group II. In conclusion, solving quizzes individually during a laboratory exercise may enhance learning, whereas solving quizzes in groups is associated with higher student satisfaction.
AB - Quiz-based and collaborative teaching strategies have previously been found to be efficient for the improving meaningful learning of physiology during lectures. These approaches have, however, not been investigated during laboratory exercises. In the present study, we compared the impact of solving quizzes individually and in groups with conventional teaching on the immediate learning during a laboratory exercise. We implemented two quizzes in a mandatory 4-h laboratory exercise on baroreflex physiology. A total of 155 second-year medical students were randomized to solve quizzes individually (intervention group I, n = 57), in groups of three to four students (intervention group II, n = 56), or not to perform any quizzes (control; intervention group III, n = 42). After the laboratory exercise, all students completed an individual test, which encompassed two recall questions, two intermediate questions, and two integrated questions. The integrated questions were of moderate and advanced difficulty, respectively. Finally, students completed an evaluation form. Intervention group I reached the highest total test scores and proved best at answering the integrated question of advanced difficulty. Moreover, there was an overall difference between groups for student evaluations of the quality of the teaching, which was highest for intervention group II. In conclusion, solving quizzes individually during a laboratory exercise may enhance learning, whereas solving quizzes in groups is associated with higher student satisfaction.
KW - Adult
KW - Baroreflex/physiology
KW - Comprehension
KW - Curriculum
KW - Denmark
KW - Education, Medical, Undergraduate/methods
KW - Educational Measurement
KW - Female
KW - Group Processes
KW - Humans
KW - Male
KW - Mental Recall
KW - Perception
KW - Physiology/education
KW - Problem-Based Learning
KW - Schools, Medical
KW - Students, Medical/psychology
KW - Teaching/methods
KW - Young Adult
U2 - 10.1152/advan.00011.2012
DO - 10.1152/advan.00011.2012
M3 - Journal article
C2 - 22665430
VL - 36
SP - 147
EP - 153
JO - American Journal of Physiology - Advances in Physiology Education
JF - American Journal of Physiology - Advances in Physiology Education
SN - 1043-4046
IS - 2
ER -
ID: 236993732