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The use of technology and interactive case laboratory modules in the study of neurophysiologic concepts and the development of research skills
Author(s) -
Griffin John David
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.633.1
Subject(s) - session (web analytics) , presentation (obstetrics) , modular design , computer science , multimedia , world wide web , medicine , radiology , operating system
Recent advances in technology have improved the ability to present complex physiologic concepts. However, if used only as lecture enhancements, their potential as educational tools is limited. In an upper division neurophysiology course, I have integrated the use of an interactive case method to improve student learning through hands on experimentation and peer evaluation. The course lab sessions are divided into several modules. The first session of each module begins with a case presentation from which student groups develop an original hypothesis and experimental methodology. For their experimental design, students may integrate the use of a physiologic recording system (iWorx Inc.) which allows for a wide range of experimental protocols. During the second session, students employ their experimental design in the actual testing of a "patient" (i.e., the instructor). They must then analyze their data, prepare a formal research paper, and present their project during the final modular session. Following each group's presentation, peer evaluations are done using the eInstruction classroom response system. Through the use of this technology enhanced case method, students gain a better understanding of neurophysiology, learn how to perform an original research project, present their work, and do peer evaluation. (Support: NIH, Mellon Foundation, and the HHMI W&M Science Education and Research Program.)