Transforming University of California, Irvine medical physiology instruction into the pandemic era

Lepe, Javier; Alexeeva, Arina; Breuer, Joseph; Greenberg, Milton L.

doi:10.1096/fba.2020-00082

Cited by 12 publications

(16 citation statements)

References 9 publications

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“…Classically, E-learning like video lectures [ 3 – 5 ] mainly serves as supplements for offline lecture and is less effective in resolving individuals’ specific problems, inspiring students’ enthusiasm and matching the course objectives. During the COVID-19 pandemic, most of online teaching duplicates the methods of offline teaching by introducing the functions of screen share, checking attendance, “raising hands” and “quizzes”, and so on [ 6 ]. The online teaching is more effective in spatiotemporal efficiency [ 7 – 9 ]; however, its disadvantages are also obvious, such as low enthusiasm of students’ participation and insufficient network connectivity [ 8 , 9 ].…”

Section: Introductionmentioning

confidence: 99%

Assessment of the effectiveness of BOPPPS-based hybrid teaching model in physiology education

Liu

Zhu

et al. 2022

BMC Med Educ

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Background Online teaching has become increasingly common in higher education of the post-pandemic era. While a traditional face-to-face lecture or offline teaching remains very important and necessary for students to learn the medical knowledge systematically, guided by the BOPPPS teaching model, combination of online and offline learning approaches has become an unavoidable trend for maximizing teaching efficiency. However, in physiological education, the effectiveness of combined online teaching and offline teaching models remains poorly assessed. The present study aims at providing an assessment to the hybrid teaching model. Methods The study was performed among undergraduate medical students of Class 2017 ~ 2019 in the Physiology course in Harbin Medical University during 2018-2020. Based on established offline teaching model with BOPPPS components in 2018, we incorporated online teaching contents into it to form a hybrid BOPPPS teaching model (HBOPPPS, in brief), preliminarily in 2019 and completely in 2020. HBOPPPS effectiveness was assessed through comparing the final examination scores of both objective (multi-choice and single answer questions) and subjective (short and long essays) questions between classes taught with different modalities. Results The final examination score of students in Class 2019 (83.9 ± 0.5) who were taught with the HBOPPPS was significantly higher than that in Class 2017 (81.1 ± 0.6) taught with offline BOPPPS and in Class 2018 (82.0 ± 0.5) taught with immature HBOPPPS. The difference mainly attributed to the increase in average subjective scores (41.6 ± 0.3 in Class 2019, 41.4 ± 0.3 in Class 2018, and 38.2 ± 0.4 in Class 2017). In the questionnaire about the HBOPPPS among students in Class 2019, 86.2% responded positively and 79.4% perceived improvement in their learning ability. In addition, 73.5% of the students appreciated the reproducibility of learning content and 54.2% valued the flexibility of HBOPPPS. Lastly, 61.7% of the students preferred the HBOPPPS relative to BOPPPS in future learning. Conclusions HBOPPPS is likely a more effective teaching model and useful for enhancing effectiveness of Physiology teaching. This is attributable to the reproducibility and flexibility as well as the increased learning initiatives.

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Section: Introductionmentioning

confidence: 99%

Assessment of the effectiveness of BOPPPS-based hybrid teaching model in physiology education

Liu

Zhu

et al. 2022

BMC Med Educ

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“…Due to the coronavirus disease 2019 (COVID-19) pandemic, university guidelines restricted most face-to-face learning activities, excepting tactile-learning activities [ 4 , 5 ]. In-person medical education activities, including anatomy and clinical skills laboratories, were maintained in the pre-clerkship curriculum by utilizing personal protective equipment and limiting social interactions to pre-established clinical learning groups of 4–6 students each [ 4 ]. Currently, little is known about medical students’ self-perceptions of pandemic safety and knowledge acquisition in face-to-face learning activities during the COVID-19 pandemic.…”

Section: Background/rationalementioning

confidence: 99%

Educational impact of an active learning session with 6-lead mobile electrocardiography on medical students’ knowledge of cardiovascular physiology during the COVID-19 pandemic in the United States: a survey-based observational study

Greb

Altieri

Masini

et al. 2022

J Educ Eval Health Prof

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Mobile electrocardiogram (ECG) devices are valuable tools for teaching ECG interpretation. The primary purpose of this follow-up study was to determine if an ECG active learning session could be safely and effectively performed during the coronavirus disease 2019 (COVID-19) pandemic using a newly developed mobile 6-lead ECG device. Additionally, we examined the educational impact of these active learning sessions on student knowledge of cardiovascular physiology and the utility of the mobile 6-lead ECG device in a classroom setting. In this study, first-year medical students (MS1) performed four active learning activities using the new mobile 6-lead ECG device. Data were collected from 42 MS1s through a quantitative survey administered in September 2020. Overall, students felt the activity enhanced their understanding of the course material and that the activity was performed safely and in compliance with local COVID-19 guidelines. These results emphasize student preference for hands-on, small group learning activities in spite of the pandemic.

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“…As COVID restrictions came into place following the conclusion of our class and in-person classes became impossible, the need for compelling class content and creativity in course structures became even more relevant. 4 We were motivated to see if the observed lack of interest reflected students' feelings towards the class and if so, we wanted to know what students would rather spend their time learning. We used student input to reimagine the physiology graduate seminar to ensure that the class time was as valuable as possible to all students.…”

Section: Introductionmentioning

confidence: 99%

A student-centered seminar course as a complementary approach to a traditional journal club

Rogers

Toledano

Hubbard

et al. 2022

Advances in Physiology Education

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Graduate physiology programs strive to provide students with in-depth expertise in a particular academic discipline, often facilitating this process in the form of a departmental seminar course. Within the Department of Physiology and Biophysics at the University of California Irvine (UCI), students are required to attend a seminar course, most often designed as a journal club, each quarter until they are ready to graduate. While this format may work well in departments where research topics are closely related, it has historically been less successful in UCI's Department of Physiology and Biophysics, where wide-ranging interests make for little overlap in foundational knowledge, limiting meaningful engagement with the material or with peers in the class. In this paper, we describe a complementary approach of developing a syllabus around student interests and covering topics that are critical for student success but often omitted from graduate curricula, such as interview skills, grant writing, and scientific communication. Results from our pre-class survey motivated this approach to the class, and our retrospective survey demonstrated the substantial differences in student engagement, enthusiasm, and perceived benefits of this course relative to the journal club style course. We hope that the success of our course may serve as an exemplar for strategies to engage students more effectively and provide critical training in diverse skillsets that will help students after graduation.

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Transforming University of California, Irvine medical physiology instruction into the pandemic era

Cited by 12 publications

References 9 publications

Assessment of the effectiveness of BOPPPS-based hybrid teaching model in physiology education

Assessment of the effectiveness of BOPPPS-based hybrid teaching model in physiology education

Educational impact of an active learning session with 6-lead mobile electrocardiography on medical students’ knowledge of cardiovascular physiology during the COVID-19 pandemic in the United States: a survey-based observational study

A student-centered seminar course as a complementary approach to a traditional journal club

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