An inquiry-based teaching tool for understanding arterial blood pressure regulation and cardiovascular function.

Collins, Heidi L.; Rodenbaugh, David W.; Murphy, Todd P.; Kulics, Jennifer M.; Bailey, Cynthia M.; DiCarlo, Stephen E.

doi:10.1152/advances.1999.277.6.s15

Cited by 8 publications

(5 citation statements)

References 10 publications

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“…For examples of the problem-solving questions, readers are referred to two recent publications (4,16). The students were required to interpret, relate, and incorporate new information with existing knowledge and apply the new information to solve novel problems.…”

Section: Methodsmentioning

confidence: 99%

Peer instruction enhanced meaningful learning: ability to solve novel problems

Cortright

Collins

DiCarlo

2005

Advances in Physiology Education

157

109

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Students must be able to interpret, relate, and incorporate new information with existing knowledge and apply the new information to solve novel problems. Peer instruction is a cooperative learning technique that promotes critical thinking, problem solving, and decision-making skills. Therefore, we tested the hypothesis that peer instruction enhances meaningful learning or transfer, defined as the student's ability to solve novel problems or the ability to extend what has been learned in one context to new contexts. To test this hypothesis, our undergraduate exercise physiology class of 38 students was randomly divided into two groups: group A (n = 19) and group B (n = 19). A randomized crossover design in which students either answered questions individually or during peer instruction was used to control for time and order effects. The first factor that influences meaningful learning is the degree of mastery of the original material. Importantly, peer instruction significantly enhanced mastery of the original material. Furthermore, the student's ability to solve novel problems was significantly enhanced following peer instruction. Thus pausing two to three times during a 50-min class to allow peer instruction enhanced the mastery of the original material and enhanced meaningful learning, i.e., the student's ability to solve novel problems.

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Section: Methodsmentioning

confidence: 99%

Peer instruction enhanced meaningful learning: ability to solve novel problems

Cortright

Collins

DiCarlo

2005

Advances in Physiology Education

157

109

View full text Add to dashboard Cite

show abstract

“…This is important because students must become life-time learners. The use of innovative educational games in the classroom can increase enthusiasm and reinforce previously presented didactic information (2,13,25,42,46). It is also a positive, interactive, alternative method of teaching and information sharing.…”

Section: What Curricular Changes Work?mentioning

confidence: 99%

“…To address these concerns, "virtual" experiments can be used. For example, virtual experiments have been designed to help students understand the theory and application of the electrocardiogram (1) and gastrointestinal (2), endocrine (46), and cardiovascular physiology (13). Virtual experiments expose students to experimental design and procedures; however, the data are provided so that the results can be analyzed and discussed despite the lack of equipment (47).…”

Section: What Curricular Changes Work?mentioning

confidence: 99%

Too much teaching, not enough learning: what is the solution?

Lujan

DiCarlo

2006

Advances in Physiology Education

237

168

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The curriculum is packed with so much content that teachers resort to telling students what they know and students simply commit facts to memory. The packed curriculum leaves little time for students to acquire a deep understanding of the subject or to develop life-long skills such as critical thinking, problem solving, and communication. However, learning is not committing a set of facts to memory, but the ability to use resources to find, evaluate, and apply information. This paper addresses these concerns by discussing "how we learn" and reviewing the literature on what works to improve learning. It is clear that active processing of information, not passive reception of information, leads to learning. That is, students must construct their own understanding of concepts, relationships, and procedures. Teachers can encourage this process by carefully considering the type and organization of information as well as instructional strategies. Specifically, teachers should reduce the total amount of factual information students are expected to memorize, reduce our use of the passive lecture format, and devote much more effort to helping students become active, independent learners and problem solvers. Collaborative learning activities, interactive models, educational games, and establishing a culture of inquiry/scholarship are critical for achieving these goals.

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“…8 With active learning strategies, visual learners were targeted by the presence of models and demonstrations. [14][15][16] In the same way, aural learners could be reached through discussion, 17,18 collaborative testing, 17,18 debate, 19 games, [20][21][22][23][24][25] and answering questions. 26 To achieve this goal, it became important to use active learning strategies, 27 Some investigators have reported an increase in learners' achievement with the use of simulations and games, and learners usually expressed positive feeling about the experiences.…”

Section: Discussionmentioning

confidence: 99%

Preferred learning styles of Thai learners in anti-aging and regenerative sciences

Wongsuphasawat

Sittiprapaporn

2018

Asian J Med Sci

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Background: Several studies reported that every individual learner has its own different style of learning. All learners have their own preferences for the ways in which they receive information for studying.Aims and Objective: In order to determine whether a particular teaching method provided by each instructor might enhance learner of anti-aging and regenerative medicine satisfaction with the learning process, a well-known learning preferences survey which are linked to sensory modalities of learners was distributed to anti-aging and regenerative science students at School of Anti-Aging and Regenerative Medicine, Mae Fah Luang University, Bangkok, Thailand.Materials and Methods: The applied preferred learning style survey named VARK was applied to identify student’s preferences for particular learning modes of information presentation. This study thus aimed to determine the preferred learning style and measure the distribution of learning preference mean scores of the anti-aging and regenerative science learners using 53 participants. The VARK questionnaire divided all learners into five groups, i.e., visual, aural, read/write, kinesthetic, and multimodal learners, respectively.Results: We found that the unimodality preference was 35.10% while the multimodality was 64.9%. Among the learners who preferred only one mode of information presentation, there were 8.25% of visual, 34.26% of aural, 22.44 % of read/write learners, and 35.05% of kinesthetic, respectively. Anti-aging and regenerative science learners preferred kinesthetic learning at a higher percentage than other modes. However, some learners preferred multiple modes including 32.45% of bimodal, 23.84% of trimodal, and 8.61% of quadmodal, respectively. Knowing the anti-aging and regenerative science learners preferred learning modes can help to provide instruction tailored to the learner’s individual preferences, to overcome the predisposition to treat all anti-aging and regenerative science learners in a similar way, to motivate instructors to move from their preferred mode(s) to using others, and to develop appropriate learning approaches.Conclusion: The result of this study would explore opportunities for anti-aging and regenerative science instructors to make the educational experience more productive.Asian Journal of Medical Sciences Vol.9(6) 2018 14-19

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An inquiry-based teaching tool for understanding arterial blood pressure regulation and cardiovascular function.

Cited by 8 publications

References 10 publications

Peer instruction enhanced meaningful learning: ability to solve novel problems

Peer instruction enhanced meaningful learning: ability to solve novel problems

Too much teaching, not enough learning: what is the solution?

Preferred learning styles of Thai learners in anti-aging and regenerative sciences

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