Use of case-based or hands-on laboratory exercises with physiology lectures improves knowledge retention, but veterinary medicine students prefer case-based activities

Research output: Contribution to journalArticle

1 Citation (Scopus)

Abstract

Didactic lectures are prevalent in physiology courses within veterinary medicine programs, but more active learning methods have also been utilized. Our goal was to identify the most appropriate learning method to augment the lecture component of our physiology course. We hypothesized that case-based learning would be well received by students and would be more effective at helping them learn physiological concepts compared with more traditional laboratory exercises. In this study, approximately one-half of the laboratory sessions for the two-semester course were dedicated to traditional hands-on laboratory exercises, whereas the remaining one-half of the sessions were dedicated to case-based exercises. The lecture portion of the course was not altered. Student attitudes were evaluated after each session and at the end of each semester via quantitative and qualitative survey questions. Student performance was evaluated using section exams and end-of-semester posttests. The vast majority of survey responses received were positive for both cased-based activities and traditional hands-on laboratories. In addition, participation in both types of active learning activities, but not lecture, was associated with retention of conceptual knowledge based on student performance between the section exams and posttests (P < 0.002). These results indicate that both case-based learning and laboratory exercises are beneficial learning activities to incorporate into a lecture-based physiology course. However, positive survey responses were significantly greater following case-based activities vs. traditional hands-on laboratories, and only participation in case-based activities resulted in greater student performance on the posttest (P < 0.04). Therefore, case-based activities may be the preferred supplemental learning activity for veterinary medical physiology.

Original languageEnglish (US)
Pages (from-to)182-191
Number of pages10
JournalAdvances in physiology education
Volume42
Issue number2
DOIs
StatePublished - Jun 1 2018

Fingerprint

Veterinary Medicine
Exercise
Students
Learning
Problem-Based Learning
Physiological Phenomena
Retention (Psychology)
Surveys and Questionnaires

Keywords

  • Active learning
  • Case based
  • Group learning
  • Laboratories
  • Veterinary physiology

ASJC Scopus subject areas

  • Physiology

Cite this

@article{18a45880dfe544529b74719bf3c38fbc,
title = "Use of case-based or hands-on laboratory exercises with physiology lectures improves knowledge retention, but veterinary medicine students prefer case-based activities",
abstract = "Didactic lectures are prevalent in physiology courses within veterinary medicine programs, but more active learning methods have also been utilized. Our goal was to identify the most appropriate learning method to augment the lecture component of our physiology course. We hypothesized that case-based learning would be well received by students and would be more effective at helping them learn physiological concepts compared with more traditional laboratory exercises. In this study, approximately one-half of the laboratory sessions for the two-semester course were dedicated to traditional hands-on laboratory exercises, whereas the remaining one-half of the sessions were dedicated to case-based exercises. The lecture portion of the course was not altered. Student attitudes were evaluated after each session and at the end of each semester via quantitative and qualitative survey questions. Student performance was evaluated using section exams and end-of-semester posttests. The vast majority of survey responses received were positive for both cased-based activities and traditional hands-on laboratories. In addition, participation in both types of active learning activities, but not lecture, was associated with retention of conceptual knowledge based on student performance between the section exams and posttests (P < 0.002). These results indicate that both case-based learning and laboratory exercises are beneficial learning activities to incorporate into a lecture-based physiology course. However, positive survey responses were significantly greater following case-based activities vs. traditional hands-on laboratories, and only participation in case-based activities resulted in greater student performance on the posttest (P < 0.04). Therefore, case-based activities may be the preferred supplemental learning activity for veterinary medical physiology.",
keywords = "Active learning, Case based, Group learning, Laboratories, Veterinary physiology",
author = "McFee, {Renee M.} and Cupp, {Andrea S} and Wood, {Jennifer R}",
year = "2018",
month = "6",
day = "1",
doi = "10.1152/advan.00084.2017",
language = "English (US)",
volume = "42",
pages = "182--191",
journal = "American Journal of Physiology - Advances in Physiology Education",
issn = "1043-4046",
publisher = "American Physiological Society",
number = "2",

}

TY - JOUR

T1 - Use of case-based or hands-on laboratory exercises with physiology lectures improves knowledge retention, but veterinary medicine students prefer case-based activities

AU - McFee, Renee M.

AU - Cupp, Andrea S

AU - Wood, Jennifer R

PY - 2018/6/1

Y1 - 2018/6/1

N2 - Didactic lectures are prevalent in physiology courses within veterinary medicine programs, but more active learning methods have also been utilized. Our goal was to identify the most appropriate learning method to augment the lecture component of our physiology course. We hypothesized that case-based learning would be well received by students and would be more effective at helping them learn physiological concepts compared with more traditional laboratory exercises. In this study, approximately one-half of the laboratory sessions for the two-semester course were dedicated to traditional hands-on laboratory exercises, whereas the remaining one-half of the sessions were dedicated to case-based exercises. The lecture portion of the course was not altered. Student attitudes were evaluated after each session and at the end of each semester via quantitative and qualitative survey questions. Student performance was evaluated using section exams and end-of-semester posttests. The vast majority of survey responses received were positive for both cased-based activities and traditional hands-on laboratories. In addition, participation in both types of active learning activities, but not lecture, was associated with retention of conceptual knowledge based on student performance between the section exams and posttests (P < 0.002). These results indicate that both case-based learning and laboratory exercises are beneficial learning activities to incorporate into a lecture-based physiology course. However, positive survey responses were significantly greater following case-based activities vs. traditional hands-on laboratories, and only participation in case-based activities resulted in greater student performance on the posttest (P < 0.04). Therefore, case-based activities may be the preferred supplemental learning activity for veterinary medical physiology.

AB - Didactic lectures are prevalent in physiology courses within veterinary medicine programs, but more active learning methods have also been utilized. Our goal was to identify the most appropriate learning method to augment the lecture component of our physiology course. We hypothesized that case-based learning would be well received by students and would be more effective at helping them learn physiological concepts compared with more traditional laboratory exercises. In this study, approximately one-half of the laboratory sessions for the two-semester course were dedicated to traditional hands-on laboratory exercises, whereas the remaining one-half of the sessions were dedicated to case-based exercises. The lecture portion of the course was not altered. Student attitudes were evaluated after each session and at the end of each semester via quantitative and qualitative survey questions. Student performance was evaluated using section exams and end-of-semester posttests. The vast majority of survey responses received were positive for both cased-based activities and traditional hands-on laboratories. In addition, participation in both types of active learning activities, but not lecture, was associated with retention of conceptual knowledge based on student performance between the section exams and posttests (P < 0.002). These results indicate that both case-based learning and laboratory exercises are beneficial learning activities to incorporate into a lecture-based physiology course. However, positive survey responses were significantly greater following case-based activities vs. traditional hands-on laboratories, and only participation in case-based activities resulted in greater student performance on the posttest (P < 0.04). Therefore, case-based activities may be the preferred supplemental learning activity for veterinary medical physiology.

KW - Active learning

KW - Case based

KW - Group learning

KW - Laboratories

KW - Veterinary physiology

UR - http://www.scopus.com/inward/record.url?scp=85045285961&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=85045285961&partnerID=8YFLogxK

U2 - 10.1152/advan.00084.2017

DO - 10.1152/advan.00084.2017

M3 - Article

VL - 42

SP - 182

EP - 191

JO - American Journal of Physiology - Advances in Physiology Education

JF - American Journal of Physiology - Advances in Physiology Education

SN - 1043-4046

IS - 2

ER -