TY - JOUR

T1 - Teaching baroreflex physiology to medical students

T2 - a comparison of quiz-based and conventional teaching strategies in a laboratory exercise

AU - Berg, Ronan M G

AU - Plovsing, Ronni R

AU - Damgaard, Morten

PY - 2012/6

Y1 - 2012/6

N2 - Quiz-based and collaborative teaching strategies have previously been found to be efficient for the improving meaningful learning of physiology during lectures. These approaches have, however, not been investigated during laboratory exercises. In the present study, we compared the impact of solving quizzes individually and in groups with conventional teaching on the immediate learning during a laboratory exercise. We implemented two quizzes in a mandatory 4-h laboratory exercise on baroreflex physiology. A total of 155 second-year medical students were randomized to solve quizzes individually (intervention group I, n = 57), in groups of three to four students (intervention group II, n = 56), or not to perform any quizzes (control; intervention group III, n = 42). After the laboratory exercise, all students completed an individual test, which encompassed two recall questions, two intermediate questions, and two integrated questions. The integrated questions were of moderate and advanced difficulty, respectively. Finally, students completed an evaluation form. Intervention group I reached the highest total test scores and proved best at answering the integrated question of advanced difficulty. Moreover, there was an overall difference between groups for student evaluations of the quality of the teaching, which was highest for intervention group II. In conclusion, solving quizzes individually during a laboratory exercise may enhance learning, whereas solving quizzes in groups is associated with higher student satisfaction.

AB - Quiz-based and collaborative teaching strategies have previously been found to be efficient for the improving meaningful learning of physiology during lectures. These approaches have, however, not been investigated during laboratory exercises. In the present study, we compared the impact of solving quizzes individually and in groups with conventional teaching on the immediate learning during a laboratory exercise. We implemented two quizzes in a mandatory 4-h laboratory exercise on baroreflex physiology. A total of 155 second-year medical students were randomized to solve quizzes individually (intervention group I, n = 57), in groups of three to four students (intervention group II, n = 56), or not to perform any quizzes (control; intervention group III, n = 42). After the laboratory exercise, all students completed an individual test, which encompassed two recall questions, two intermediate questions, and two integrated questions. The integrated questions were of moderate and advanced difficulty, respectively. Finally, students completed an evaluation form. Intervention group I reached the highest total test scores and proved best at answering the integrated question of advanced difficulty. Moreover, there was an overall difference between groups for student evaluations of the quality of the teaching, which was highest for intervention group II. In conclusion, solving quizzes individually during a laboratory exercise may enhance learning, whereas solving quizzes in groups is associated with higher student satisfaction.

KW - Adult

KW - Baroreflex/physiology

KW - Comprehension

KW - Curriculum

KW - Denmark

KW - Education, Medical, Undergraduate/methods

KW - Educational Measurement

KW - Female

KW - Group Processes

KW - Humans

KW - Male

KW - Mental Recall

KW - Perception

KW - Physiology/education

KW - Problem-Based Learning

KW - Schools, Medical

KW - Students, Medical/psychology

KW - Teaching/methods

KW - Young Adult

U2 - 10.1152/advan.00011.2012

DO - 10.1152/advan.00011.2012

M3 - Journal article

C2 - 22665430

VL - 36

SP - 147

EP - 153

JO - American Journal of Physiology - Advances in Physiology Education

JF - American Journal of Physiology - Advances in Physiology Education

SN - 1043-4046

IS - 2

ER -