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Inquiry‐based learning in physiology laboratories using computer technology
Author(s) -
Casotti Giovanni,
RieserDanner Loretta,
Knabb Maureen
Publication year - 2007
Publication title -
the faseb journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.709
H-Index - 277
eISSN - 1530-6860
pISSN - 0892-6638
DOI - 10.1096/fasebj.21.5.a217-c
Subject(s) - grading (engineering) , curriculum , medical education , process (computing) , perception , mathematics education , critical thinking , computer science , psychology , physiology , medicine , pedagogy , civil engineering , neuroscience , engineering , operating system
Acquisition of computer technology has enabled us to implement inquiry‐based learning in our non‐majors Human Anatomy and Physiology (A & P) and majors physiology laboratories to improve understanding of physiology principles (goal 1), to develop scientific inquiry skills (goal 2), and to engage students in creative and critical thinking (goal 3). Assessment consists of oral presentations of experiments designed and implemented by students, pre‐ and post‐course surveys, and written exams. Student performance in A & P oral presentations is excellent, with students scoring on average 90%. Post‐course surveys indicate a 97, 92, and 88% perception of attainment of goals 1, 2 and 3, respectively. Exam results indicate that exam questions are answered correctly for each goal (1, 2 and 3, respectively) by an average of 68, 75 and 77% of students (across multiple exams and multiple item formats). Analysis of these data has led us to modify the written exams to include more questions that challenge the students' understanding of physiological principles (goal 1) and the scientific approach (goal 2) and to standardize the exam content and grading process used by individual instructors. Continuous assessment ensures revision and improvement of the curriculum, leading to more effective incorporation of physiology content and inquiry process skills designed to enhance student learning. Supported by NSF CCLI 0509161.