To examine the implications of the transition from face‐to‐face to online learning from a psychobiological perspective, this study investigated potential differences in physiological stress parameters of students engaged in online or face‐to‐face learning and determined whether these can be identified as possible mediators between learning experience and achievement emotions. In a randomized experimental field study, medical students (n = 82) attended either regular face‐to‐face classes of the microscopic anatomy course or the same practical course online using Zoom videoconferencing platform. The present study investigated Heart Rate Variability (HRV) and salivary cortisol concentration as stress correlates, within the contexts of online and face‐to‐face learning and compared these parameters with a control group that was measured at rest. Additionally, participants completed a standardized questionnaire about their experienced emotions in relation to task achievement and subjective stress levels. A significant reduction in HRV was found in face‐to‐face learning, suggesting stronger stress responses in the face‐to‐face learning environment (η2 = 0.421, P < 0.001). Furthermore, participants engaged in face‐to‐face learning showed significantly higher cortisol concentrations (η2 = 0.115, P = 0.032). Additionally, increased sympathetic activation correlated with the discrete positive emotion of enjoyment exclusively within the face‐to‐face condition (r = 0.365, P = 0.043). These results indicate that the transfer of a face‐to‐face practical course in microscopic anatomy to an online learning environment is associated with decreased sympathetic and enhanced vagal cardiovascular influences, together with lower cortisol concentrations in healthy medical students.
Numerous research results have already pointed towards the negative influence of increased mental stress on educational processes and motivational criteria. It has also been shown that the global public health crisis induced by COVID-19 was related to anxiety symptoms and elevated levels of distress. To holistically elucidate the dynamics of the pandemic-related mental stress of first-year medical students, the associated parameters of three different cohorts were measured at the beginning of the pandemic-related restrictions on university life in Germany (20/21), at the peak of the COVID-19-related restrictions (21/22) and during the easing of the restrictions in the winter term 22/23. In a repeated cross-sectional study design, the constructs of worries, tension, demands and joy were collected from first-year medical students (n = 578) using the Perceived Stress Questionnaire. The results demonstrate significantly increased values of the constructs worries (p < 0.001), tension (p < 0.001) and demands (p < 0.001) at the peak of the pandemic related restrictions compared to the previous and following year as well as significantly decreasing values of general joy of life during the observed period of 3 years (all p-values < 0.001). A confirmatory factor analysis was performed to verify the questionnaire’s factor structure regarding the addressed target group during the pandemic (CFI: 0.908, RMSEA: 0.071, SRMR: 0.052). These data, collected over a period of three years, provide information regarding dynamically manifesting mental stress during the COVID-19 pandemic, and refer to new areas of responsibility for the faculties to adequately counteract future crisis situations.
Embryology is a branch of science that provides a foundation for understanding many developmental processes (Guedert et al., 2022).Sound knowledge of embryology is necessary from the beginning of the veterinary and medical educational programs (Kalthur et al., 2022). Our understanding of vertebrate morphology is powerfully enhanced by learning embryology. Human and chicken embryos are similar during the early stages of development (Wojtczak, 2000); therefore, the chicken embryo is a good model for understanding human development. The chicken embryo has a long and distinguished history as an important model organism for embryology
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