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Use of a Learning Management System and Related Technology to Improve Physiology Classroom Teaching
Author(s) -
Mulroney Susan,
Whitney Jennifer,
Myers Adam
Publication year - 2015
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.29.1_supplement.687.4
Subject(s) - formative assessment , session (web analytics) , class (philosophy) , computer science , multimedia , blackboard (design pattern) , medical education , syllabus , psychology , medicine , mathematics education , world wide web , artificial intelligence , programming language
Reinforcing complex physiologic concepts is a daunting task as medical and graduate courses increase content while decreasing class lecture time. Our objective is to incorporate technology (lecture capture, short podcasts, Adobe Captivate workshops and tutorials, progressive disclosure cases) into the BlackBoard (Bb) learning management system to decompress lectures while providing formative feedback through online exercises, allowing flipped learning sessions during class. We used four strategies: Bb based podcasts of difficult cardiovascular concepts; Adobe Captivate on Bb for a workshop on bile; a Bb based workshop on acid‐base physiology; and a progressive disclosure case through Bb that allows interactive clinical session in class. Each session includes on‐line questions with answers, to provide immediate formative feedback to the students, as well as in class iClicker questions to assess retention of material and provide more formative feedback. We have developed Bb templates that provide objectives for each session, as well as syllabus, slides, and interactive workshops/podcasts. Evaluation of these on‐line resources and the flipped class sessions has been extremely positive, with >85% of GUMC medical and graduate students reporting that they feel the resources improved the learning environment. Tracking of student utilization of online resources revealed that student use of required exercises approached 100%; student use of non‐required resouces (podcasts and Echo 360 lecture captures) was variable but in most cases these resources were used by the majority of students and feedback in student evaluations was positive. We are currently working on incorporating more of these resources into other physiologic systems. Funded by GU ITEL