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Making Physiology Learning Memorable: A Mobile Phone-Assisted Case-Based Instructional Strategy
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Kukolja Taradi, S.; Taradi, M. – Advances in Physiology Education, 2016
The goal of the present study was to determine whether an active learning/teaching strategy facilitated with mobile technologies can improve students' levels of memory retention of key physiological concepts. We used a quasiexperimental pretest/posttest nonequivalent group design to compare the test performances of second-year medical students (n…
Descriptors: Physiology, Medical Education, Handheld Devices, Telecommunications
Process-Oriented Guided-Inquiry Learning Improves Long-Term Retention of Information
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Vanags, Thea; Pammer, Kristen; Brinker, Jay – Advances in Physiology Education, 2013
Many chemistry educators have adopted the process-oriented guided instructional learning (POGIL) pedagogy. However, it is not clear which aspects of POGIL are the most important in terms of actual learning. We compared 354 first-year undergraduate psychology students' learning in physiological psychology using four teaching methods: control,…
Descriptors: Foreign Countries, Undergraduate Students, Psychophysiology, Science Instruction
Voluntary Participation in an Active Learning Exercise Leads to a Better Understanding of Physiology
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Carvalho, Helena; West, Crystal A. – Advances in Physiology Education, 2011
Students learn best when they are focused and thinking about the subject at hand. To teach physiology, we must offer opportunities for students to actively participate in class. This approach aids in focusing their attention on the topic and thus generating genuine interest in the mechanisms involved. This study was conducted to determine if…
Descriptors: Feedback (Response), Control Groups, Group Discussion, Cooperative Learning
How Much Structuring Is Beneficial with Regard to Examination Scores? A Prospective Study of Three Forms of Active Learning
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Reinhardt, Claus H.; Rosen, Evelyne N. – Advances in Physiology Education, 2012
Many studies have demonstrated a superiority of active learning forms compared with traditional lecture. However, there is still debate as to what degree structuring is necessary with regard to high exam outcomes. Seventy-five students from a premedical school were randomly attributed to an active lecture group, a cooperative group, or a…
Descriptors: Active Learning, Cooperative Learning, Genetics, Lecture Method
Active Learning in the Classroom: A Muscle Identification Game in a Kinesiology Course
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McCarroll, Michele L.; Pohle-Krauza, Rachael J.; Martin, Jennifer L. – Advances in Physiology Education, 2009
It is often difficult for educators to teach a kinesiology and applied anatomy (KAA) course due to the vast amount of information that students are required to learn. In this study, a convenient sample of students ("class A") from one section of a KAA course played the speed muscle introduction and matching game, which is loosely based off the…
Descriptors: Experimental Groups, Scores, Human Body, Control Groups