Premium
Discussion‐based advanced physiology course effectively engages students and develops higher order skills (531.16)
Author(s) -
Hopper Mari
Publication year - 2014
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.28.1_supplement.531.16
Subject(s) - rubric , critical thinking , medical education , psychology , scale (ratio) , student engagement , mathematics education , higher order thinking , teaching method , medicine , physics , quantum mechanics , cognitively guided instruction
A discussion based advanced physiology course was developed aiming to share new discoveries and develop higher order thinking and communication skills. A three hour course with pre‐requisite animal physiology and cell biology enrolled 15 students. Students were introduced to the process and merits of discussion method. Students identified their personal discussion style and reflected on effective means of interaction. Daily “warm up” activities provided practice. Topic based readings were assigned weekly and discussion leaders and note takers were designated. Discussion leaders posed questions and engaged participants. A rubric provided feedback. Notes were posted to a Wiki and students were required to post additional comments. Other activities included critical analysis of a documentary film, case studies, and group exams. Comparison of Global Index scores from student evaluations revealed the discussion based course scored higher than a traditional physiology course offered on the same campus by the same instructor (GI 4.74 vs 4.40; 5.0 scale). Student comments included: “This course should be strongly recommended, if not required, for science majors looking to take their education to the next level.” A validated student engagement instrument (Ahlfeldt 2005) indicated engagement was significantly higher in the discussion based course with students evaluating and thinking critically more often.