Hands‐on Exercise in Physiology: a Tool for Students Engagement

Computer and specialized software has been extensively used in the Physiology classroom for active learning. A problem arises if students follow lab manual instructions like a cook‐book and collect data without critical thinking (Carvalho and West in press, Carvalho 2009). Hands‐on exercises (Fluids in GI, Urinalysis and Sensory) were developed and implemented in a Physiology course that traditionally uses computerized exercises. Our aim was to compare both kinds of exercises regarding preference of learning style and knowledge acquisition. 40 undergraduate students were tested with mandatory multiple choices questions and a voluntary essay. There was a better response to the hands‐on exercises compared with the computerized ones in regards to grade and perception of knowledge acquisition where 75% of students preferred hands‐on exercise. This study shows that manipulation in Physiology exercises engage students leading to better understand. When large part of the instructional time in the classroom is consumed with computer issues, the students miss the opportunity to deepen their knowledge in Physiology. Active learning, as hands‐on activities, is inexpensive, easy to implement and welcomed by the students. It can be implemented in any settings without sophisticate equipment but a great deal of creativity.