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Successful implementation of a multi‐site graduate physiology course
Author(s) -
Pawelczyk James A,
Lang Charles
Publication year - 2009
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.23.1_supplement.632.5
Subject(s) - medical education , distance education , videoconferencing , graduate students , physiology , human physiology , set (abstract data type) , psychology , computer science , mathematics education , medicine , multimedia , programming language
Penn State's Interdisciplinary Graduate Program in Physiology, initiated in 1966, includes students and faculty divided between the University Park (UP) and College of Medicine (CoM) campuses (150 km separation). By 2001 the increased availability of technology at both campuses afforded the opportunity to combine graduate course offerings in mammalian physiology. Method We established a set of best practices and course principles to govern this team taught course, utilizing course directors at each site, a common textbook, equal number of lectures originating from each site and established technology solutions (videoconferencing, file sharing, and a common course website). Over a six‐year period, we compared test scores for 156 students in the areas of membrane biophysics, autonomic, muscle, cardiovascular, respiratory and renal physiology with two‐way ANOVA, using the instructor and student campus of origin (CoM or UP) as factors. Results There was no significant interaction between the site of instructor and the site of the student (F=0.58, P=0.617). Thus, performance with a distance learning (remote instructor) format did not differ from a traditional learning (on‐site instructor) format. Conclusion Using technology and defining best practices a priori allowed us to revise graduate physiology education in a manner that had no negative effects on student learning. (Supported in part by NIIH T32 GM 08619)