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Viewing video tutors improved student outcomes in anatomy and physiology (531.2)
Author(s) -
Halpin Patricia,
Lockwood M. Katherine
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.531.2
Subject(s) - tutor , section (typography) , class (philosophy) , psychology , multimedia , medical education , mathematics education , medicine , computer science , artificial intelligence , operating system
The purpose of this study was to determine if viewing video tutors on five specific anatomy & physiology topics would improve students’ outcomes. Two sections of anatomy & physiology were assigned video tutors from the Mastering A&P website including: movement across cell membranes, the neuromuscular junction, muscle contraction, resting membrane potential and action potential generation. Each section was taught by the same professor with the same material covered and same assignments given to the classes. In section #1, 271 students were assigned the video tutors and 172 students viewed the videos or 63% of the class. In section #2, 254 students were assigned the video tutors and 161 viewed the videos (63%). Of the students who watched the videos their mean final grade in the class was 82.39 compared to the students who did not watch the videos 74.07 (section #1), 82.8 vs. 76.4 (section #2). Questions on the video tutor topics were added to the final cumulative exam. For the students who viewed the videos their grades were higher on these specific exam questions as well 86.34 vs. 69.20 (section #1), 87.64 vs. 65.78 (section #2). Students who viewed the video had higher grades on their final cumulative exam as well 84.5 vs. 75.91 (section #1) 86.26 vs. 73.2 (section #2). In conclusion assigning video tutors improved student grades for those who watched the videos. They will continue to be assigned to classes in the future.