PowerLab system enhances Physiology experimentation and learning in pre-clinical medical students

Abstract

Data acquisition systems (DAQ) such as PowerLab system find wide applications in teaching and research. The aim of this study is to evaluate how the use of PowerLab system enhances physiology experimentation and learning in pre-clinical medical students. Method: This study was carried out among 55 pre-clinical medical students of Nile University of Nigeria, Abuja. A pre-tested self-administered questionnaire was used to investigate their awareness and perceptions on the use of PowerLab system in teaching and conducting Physiology experiments. The data were entered and analyzed using Microsoft Excel version 2016 for Windows. Frequency distribution and summary statistics were analyzed by descriptive analysis. Results: Fifty-five (n=55) out of 90 pre-clinical students participated in this study, with an overall response rate of 61.1%. Fifteen (27.3%) respondents were males and 40 (72.7%) were females, with a mean age of 18.5 years. More than 90% (≥50) of the respondents agreed to be aware of PowerLab system, and that it has been used to teach and demonstrate several experiments to them. On the perceptions of respondents to the use of the system; majority affirmed that it enhanced their understanding of the experiments (n=43; 78%), stimulated imagination and critical thinking skills (n=35; 64%) and helped them learn physiological concepts better than conventional methods (n=47; 86%). Conclusions: The use and application of computer-based data acquisition devices such as PowerLab system provide students with hands-on and state of the art exposure to current research trends in medical sciences and are now indispensable tools for medical education.

Awareness, impact and hands-on experience of medical students about technology based practical at electrophysiology power lab.

“…Many reports studying the implementation of PowerLab affirmed the positive outcomes when pre-clinical students were given the opportunity to interact with the instruments within a supervised environment. 6,7 When students gained more independence to write their testable hypotheses and carry out their lab experiments alongside their peers, there was a greater understanding and appreciation for the instrument and for the https://doi.org/10.29309/TPMJ/2023.30.03.7280 2 subject itself. 7,8 The software also provides up to date lab experience which enhanced their clinical skills as they collected and processed data independently while assimilating their prior knowledge of medicine.…”

“…6,7 When students gained more independence to write their testable hypotheses and carry out their lab experiments alongside their peers, there was a greater understanding and appreciation for the instrument and for the https://doi.org/10.29309/TPMJ/2023.30.03.7280 2 subject itself. 7,8 The software also provides up to date lab experience which enhanced their clinical skills as they collected and processed data independently while assimilating their prior knowledge of medicine. Additionally, students demonstrated critical thinking during their lab sessions which promoted active participation and the inspiration for auxiliary learning.…”