Peer instruction versus conventional group work-based teaching in a laboratory exercise on respiratory physiology: a randomized study
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Peer instruction versus conventional group work-based teaching in a laboratory exercise on respiratory physiology : a randomized study. / Mohammad, Milan; Viuff, Soren Lundgaard; Munch, Marie Warrer; Berg, Ronan M. G.
In: Advances in Physiology Education, Vol. 45, No. 4, 2021, p. 694-701.Research output: Contribution to journal › Journal article › Research › peer-review
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TY - JOUR
T1 - Peer instruction versus conventional group work-based teaching in a laboratory exercise on respiratory physiology
T2 - a randomized study
AU - Mohammad, Milan
AU - Viuff, Soren Lundgaard
AU - Munch, Marie Warrer
AU - Berg, Ronan M. G.
PY - 2021
Y1 - 2021
N2 - Collaborative teaching strategies such as peer instruction and conventional group work have previously been shown to enhance meaningful learning, but they have not previously been compared. In this present study, we compared the impact of solving quizzes with peer instruction and conventional group work on immediate learning in a laboratory exercise. A total of 186 second-year medical students were randomized to solve two quizzes by either a peer instruction strategy (n = 93) or conventional group work (n = 93) during a mandatory laboratory exercise on respiratory physiology, after which all students completed an individual test. There was no difference in total test scores between groups, but students randomized to peer instruction obtained the highest test scores in solving simple integrated questions. Conversely, students randomized to conventional group work provided the best evaluations of the overall assessment of the laboratory exercise. In conclusion, different collaborative teaching strategies implemented during a laboratory exercise appear to affect immediate learning and student satisfaction differently.
AB - Collaborative teaching strategies such as peer instruction and conventional group work have previously been shown to enhance meaningful learning, but they have not previously been compared. In this present study, we compared the impact of solving quizzes with peer instruction and conventional group work on immediate learning in a laboratory exercise. A total of 186 second-year medical students were randomized to solve two quizzes by either a peer instruction strategy (n = 93) or conventional group work (n = 93) during a mandatory laboratory exercise on respiratory physiology, after which all students completed an individual test. There was no difference in total test scores between groups, but students randomized to peer instruction obtained the highest test scores in solving simple integrated questions. Conversely, students randomized to conventional group work provided the best evaluations of the overall assessment of the laboratory exercise. In conclusion, different collaborative teaching strategies implemented during a laboratory exercise appear to affect immediate learning and student satisfaction differently.
KW - active learning
KW - collaborative learning
KW - respiratory mechanics
KW - teaching methods
KW - STANDARDIZATION
KW - STRATEGIES
KW - RETENTION
KW - STUDENTS
KW - PERFORMANCE
KW - SKILLS
U2 - 10.1152/advan.00045.2021
DO - 10.1152/advan.00045.2021
M3 - Journal article
C2 - 34498941
VL - 45
SP - 694
EP - 701
JO - American Journal of Physiology - Advances in Physiology Education
JF - American Journal of Physiology - Advances in Physiology Education
SN - 1043-4046
IS - 4
ER -
ID: 286416155