Do computer simulations of laboratory practicals meet learning needs?

Sharma

Int J Basic Clin Pharmacol

et al. 2017

INTRODUCTIONPharmacology is an ever evolving subject marked by perpetual updates. The undergraduate curriculum in pharmacology must be suitable, clinically oriented and helpful in making decisions in therapeutics. 1 Undergraduate teaching in pharmacology involves theory and practical sessions. The practical exercises in pharmacology have been a matter of debate since long. The practical classes comprising of animal experiments were regarded to be irrelevant by medical students, teachers and policy makers since the learning goals mainly involve cognitive domain rather than psychomotor domain.2,3 Animals have been extensively used in the past to demonstrate the effect of various drugs in experimental pharmacology classes in the laboratory.In fact, most of the drug discoveries have been possible due to research involving animals in the past. 4 However, there has been a gradual decline in live animal experiments in medical colleges in India.5 Animal experiments are tedious and have several practical constraints.6 Availability of animals, maintenance of an animal house and ethical clearance being some of them. Due to multiple limiting factors with the use of animals for academic purpose, the only method available for teachers remains the conventional chalk and board type. But such method is not appreciated for practical sessions since the students are unable to visualize the experiments.Thus, there is a need to develop alternatives to animal experiments. Ethical issues in animal use and rapid emergence of computer technology has resulted in newer ABSTRACT Background: Animal experiments have ethical concerns thus practical sessions mean demonstration classes. Incorporation of novel teaching methods in pharmacology is the need of the hour when there is extensive use of computers among students. The present study was conducted to analyse and compare the knowledge gained by students through traditional demonstration lectures versus Computer assisted learning (CAL) sessions. Methods: This study was done on 112 second professional MBBS students after taking informed consent. They were divided in 2 groups viz. CAL group and Traditional teaching group and were taught experimental pharmacology topics using different teaching methods. The performance of the students in the two groups was then compared based on questionnaire. Student's perception on use of CAL was also assessed. Results: A statistically significant difference in performance was seen among the students in the traditional teaching group and CAL group. In CAL group, the average scores for the Rabbit's eye, Dog's blood pressure, Animals used in Experimental Pharmacology and Screening methods sessions were 9.07, 8.3 and 3.8 respectively while in traditional teaching group the scores were 8.4, 7.8 and 3.4 respectively. Similarly, in frog's heart session, CAL group scored higher (7.14) than traditional group (6.79). 76.8% students strongly agreed that CAL sessions were useful and 100% students strongly agreed that traditional lectures are difficult to retain. Conclusi...

Section: Advantages Of Calmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Computer assisted learning versus conventional teaching: a questionnaire based study

Sharma

Int J Basic Clin Pharmacol

et al. 2017

Libro De Actas IN-RED 2018: IV Congreso Nacional De Innovación Educativa Y Docencia en Red

“…Por otro lado, también hay estudios que apuntan a que el aprendizaje en ciertas áreas como Química, Biología y Farmacología es más productivo con LT (es decir, las calificaciones son superiores o se recuerdan mejor los detalles experimentales) y/o más apreciado por el alumnado, mientras que en Física los resultados son similares con LT y LV (Brinson, 2015;Colorado DOHE, 2012;Hughes, 2001;Quinn, 2009). Sin embargo, estudiantes que realizaron experimentos tradicionales y virtuales análogos valoraron más positivamente, en ocasiones, la experiencia tradicional (Engum, 2003;Chan, 2009;Spernjak, 2017), lo que unido a las ventajas intrínsecas de la experiencia virtual debería conducir a la sinergia más que al debate en la comunidad educativa.…”

Section: Introductionunclassified

Valoración del alumnado de los experimentos virtuales frente a los experimentos tradicionales

Pérez

García

Cortés

et al. 2018

Traditional laboratory experiments are critical to the learning process across all areas and levels of study in science subjects. However, along with hands-on experiments, virtual labs have received considerable attention over the past several years due to the popularisation of ICT tools in Education, which may help teachers consider multiple learning styles to pursue meaningful learning. In this regard, studies concerning pupils' experiences with both approaches are needed. The main aim of this study is to analyse the impact of the use of both virtual and hands-on labs in basic science subjects (BSS) in Health Sciences university degrees. For this reason, we have analysed different variables: general assessment, level of satisfaction, increase in motivation and increase in academic performance concerning BSS, as well as gender differences in the perception of both methodologies.A total of 129 undergraduate students from one Spanish university (degree in Dentistry) participated in the study. The results point out to statistically significant differences in favour of traditional labs in all the considered parameters.In conclusion, the results point out the importance of carrying out hands-on experiments to boost students' motivation and performance. Keywords: laboratory, ICT, simulation, interactivity, active learning. Resumen Las prácticas de laboratorio tradicionales juegan un papel protagonista en la enseñanza de las ciencias en todas las áreas y niveles. Sin embargo, en los últimos años la popularidad de los laboratorios virtuales ha aumentado significativamente, debido a que la aplicación de las herramientas TIC en educación permite atender adecuadamente a la diversidad del alumnado y fomentar el aprendizaje activo. En este sentido, resulta necesario estudiar las experiencias del alumnado con ambos enfoques. 270 Valoración del alumnado de los experimentos virtuales frente a los experimentos tradicionales 2018, Universitat Politècnica de ValènciaCongreso IN-RED (2018) IntroducciónEn la enseñanza del siglo XXI, las TIC (Tecnologías de la Información y Comunicación) aplicadas a la educación (es decir, las TAC, Tecnologías del Aprendizaje y del Conocimiento) ocupan un lugar protagonista. Con su uso, se pretende fomentar una mayor implicación por parte del alumnado, lo cual constituye la base del constructivismo (Coll, 2007;Hyslop-Margison, 2007;Phillips, 1995;Pozo, 2006;Spencer, 1999), que fomenta el aprendizaje activo y significativo (Freeman, 2014;Michael, 2006;Pinto, 2008;Prince, 2004). Esta corriente es especialmente importante en las orientaciones metodológicas que los expertos proponen a los docentes de las asignaturas de Ciencias (Pinto, 2008;Pozo, 2006;Rocard, 2007; Sanmartí, 2009), fomentando la comprensión frente a la mera memorización, esto es, desarrollando habilidades cognitivas de orden superior, de acuerdo con la taxonomía de Bloom de los objetivos didácticos (Cook, 2013;Krathwohl, 2002).Con el auge de Internet y las TIC (Livingstone, 2012), no sólo la enseñanza presencial tradicional...

American Journal of Pharmaceutical Education

“…The use of computer simulation to teach pharmacology has a long history. 1 Computer-aided simulations are at least as effective in teaching concepts in quantitative pharmacological as laboratory-based experimentation, 2 suggesting that molecular modelling may also be useful for teaching drugreceptor interactions.…”

Section: Introductionmentioning

confidence: 99%

Use of a Three-Dimensional Virtual Environment to Teach Drug-Receptor Interactions

Richardson

Bracegirdle

McLachlan

et al. 2013

Objective. To determine whether using 3-dimensional (3D) technology to teach pharmacy students about the molecular basis of the interactions between drugs and their targets is more effective than traditional lecture using 2-dimensional (2D) graphics. Design. Second-year students enrolled in a 4-year masters of pharmacy program in the United Kingdom were randomly assigned to attend either a 3D or 2D presentation on 3 drug targets, the b-adrenoceptor, the Na 1 -K 1 ATPase, and the nicotinic acetylcholine receptor. Assessment. A test was administered to assess the ability of both groups of students to solve problems that required analysis of molecular interactions in 3D space. The group that participated in the 3D teaching presentation performed significantly better on the test than the group who attended the traditional lecture with 2D graphics. A questionnaire was also administered to solicit students' perceptions about the 3D experience. The majority of students enjoyed the 3D session and agreed that the experience increased their enthusiasm for the course. Conclusions. Viewing a 3D presentation of drug-receptor interactions improved student learning compared to learning from a traditional lecture and 2D graphics.