An Inquiry-Based Learning Model for an Exercise Physiology Laboratory Course

Abstract

We developed an inquiry-based learning model to better stimulate undergraduate students’ cognitive development of exercise physiology laboratory concepts. The course core is the two independent research projects that students, working in small groups, complete during the last 9 wk of the semester. Student groups develop their own research question and hypothesis, design the experiment, collect and analyze the data, and report their findings to the rest of the class using presentation software. To help with success of the research projects, students are taken through a series of guided-inquiry laboratory activities during the initial 6 wk of the semester to develop laboratory skills and an understanding of the scientific process. Observations of student behaviors reflected a high level of enthusiasm and engagement in laboratory activities. Surveys, journal entries, and interviews indicated that students felt empowered by having ownership in their projects, which may be the key reason for the success of this model.

Evaluation of a Challenge‐based Human Metabolism Laboratory for Undergraduates

“…They are also consistent with the literature that has suggested that inquiry-based or constructivist methods promote learning in laboratory environments (Leonard, 1983;Crandall, 1997;Kolkhorst, 2001;Modell et al, 2000;Oliver-Hoyo, Allen, and Anderson, 2004;Travis and Lord, 2004), including one that focuses on the value of pre-laboratory discussions (Crandall, 1997). However, few of these have rigorous assessments.…”

Evaluation of a pharmacology educational activity based on a research project: a randomized, controlled and blind analysis of medical students’ perceptions

“…These judgements probably justify their opinion that the Basic Pharmacology practical activities should be considered in the course global qualifications to a larger extent. Similar findings have been observed in controlled studies of PBL-like activities in epidemiology (Dyke et al, 2001), pharmacology (Michel et al, 2002) and physiology (Kolkhorst et al, 2001), and could represent a typical side effect described for hybrid curriculum models (Steele et al, 2000;Kwan, 2002).…”

“…The carrying out of a research project as part of a problem-based learning programme has been successfully incorporated into the early phases of the biomedical curriculum in other institutions (Harrison, 1997;Østbye et al, 1998;Summers et al, 1998;Remes et al, 2000;Kolkhorst et al, 2001;Rangachari, 2002;Rivers, 2002;Smith, 2002). This activity seems to have a positive impact on students since they seem to be more motivated to pursue further scientific research and to develop an investigative approach to medical problems (Evered et al, 1987;Tollan & Magnus, 1993;Jacobs & Cross, 1995;Harrison, 1997;Summers et al, 1998;McManus et al, 1999;Remes et al, 2000) if compared with students who experience traditional lecture-based models of teaching (Kaufman & Mann, 1997).…”

“…This trend has generated new learner-centred (Spencer & Jordan, 1999) teaching/learning strategies. The development of a research project as a problem-based learning (PBL) activity has been successfully incorporated into the curriculum for medical undergraduates and residents by a number of institutions (see examples in Harrison, 1997;Østbye et al, 1998;Summers et al, 1998;Kolkhorst et al, 2001;Rivers, 2002;Smith, 2002). This approach assumes that scientific research activity corresponds to an example of problem-based active learning (Dahle et al, 1997;Rangachari, 2002) and represents a suitable model of some tasks performed in clinical practice.…”

The Efficacy of Inquiry-based Learning in Undergraduate Physiology

“…Healey and Jenkins (2000), Healey (2005) and Justice, Rice, Roy, Hudspith, and Jenkins (2009) found that the inquiry-based approach increased student engagement in coursework. Kolkhorst, Mason, DiPasquale, Patterson, and Buono (2001) found that students enrolled in inquiry-based coursework were highly engaged and enthusiastic, and post-course journal entries, surveys, and interviews indicated that the students had a sense of empowerment and ownership in their work. Graduate assistants also reported a greater comprehension of the scientific process.…”