Using a Physics Experiment in a Lecture Setting to Engage Biology Students with the Concepts of Poiseuille's Law

Breckler, Jennifer L.; Christensen, T.; Sun, Wendy

doi:10.1187/cbe.12-08-0129

Cited by 5 publications

(6 citation statements)

References 72 publications

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“…, 2002 ). One reason students might struggle to understand bulk flow in physiology may arise from the interdisciplinary nature of fluid dynamics, which is grounded in principles of physics and is represented with multiple mathematical relationships ( Wang, 2004 ; Michael, 2007 ; Breckler et al. , 2013 ).…”

Section: Introductionmentioning

confidence: 99%

What a Difference in Pressure Makes! A Framework Describing Undergraduate Students’ Reasoning about Bulk Flow Down Pressure Gradients

Doherty

Scott

Cerchiara

et al. 2023

LSE

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Section: Introductionmentioning

confidence: 99%

What a Difference in Pressure Makes! A Framework Describing Undergraduate Students’ Reasoning about Bulk Flow Down Pressure Gradients

Doherty

Scott

Cerchiara

et al. 2023

LSE

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“…Classroom demonstration refers to the activities designed by the instructor to promote the active participation of the learner and better conceptual understanding [ 15 , 16 ]. While some studies have shown that demonstrations can enhance student interest and explain concepts clearly [ 15 - 17 ], there is also evidence that class demonstrations can be ineffective [ 18 ]. However, in the medical curriculum, very few studies have explored the use of student-involved activities and their influence on the learning outcome [ 19 , 20 ].…”

Section: Introductionmentioning

confidence: 99%

Student Experiential Activities: A Novel Strategy to Teach Neuroanatomy in Lectures

Narayanan,

Adikesavan,

ananthy

2023

Cureus

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Introduction Activity-based teaching is a widely used pedagogical tool for enhancing anatomy learning. However, involving the learner in experiential activities in lectures is an unexplored area in medical research. The present study aims to determine whether incorporating student experiential activities into lectures impacts student’s learning of neuroanatomy. Materials and methods We used a pre-test/post-test experimental study design to compare the learning outcome between the experiential activity based lecture and traditional lectures. We divided 150 students into control (75 students) and intervention groups (75 students). To assess the baseline knowledge on the subject, the students attended 20 clinical scenario-based multiple-choice questions two weeks before the lectures. Then, both groups attended two lecture sessions on the functional areas of the brain. In the control group, the students drew the boundaries of a particular cerebral area and labeled its function and clinical symptoms. In the intervention group, the learners participated in experiential activities while following the instructions. The lecturer used their response as a scaffold to explain the function and clinical correlation of a specific part of the cerebral cortex. The same test questions were given to the students one week after the final lecture session to evaluate their level of understanding. We analyzed the scores of 111 students (57 students in the control group and 54 students in the interventional group) who attended the two lectures and pre- and post-test sessions. Students also completed a validated 10-item feedback questionnaire regarding their perception of the teaching sessions. Results The mean score improvement for the control and intervention groups was 4.86 ± 1.53 and 6.39 ± 2.93, respectively. The score improvement of the activity group was significantly higher than that of the control group (p = 0.006; d = 0.65). The perception scores of interest, knowledge attainment, and satisfaction were significantly higher in the intervention group compared to the control group. Conclusion The findings of this study suggest that experiential activities facilitate better comprehension of abstract neuroanatomical concepts as compared to traditional didactic teaching.

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“…A few examples are electric fishes, migrating birds and fishes, echo-location used by dolphins and bats, snake's infrared and spider's polarized vision and much more [3][4][5][6][7][8][9]. In addition, the human being itself is an interesting object for physics observations [10][11][12]. The basic physiology of humans is very similar to other animals, in particular mammals of course.…”

Section: Introductionmentioning

confidence: 99%

A functional model of the cochlea

Eineljung¹,

Prytz

2019

Phys. Educ.

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Using a Physics Experiment in a Lecture Setting to Engage Biology Students with the Concepts of Poiseuille's Law

Cited by 5 publications

References 72 publications

What a Difference in Pressure Makes! A Framework Describing Undergraduate Students’ Reasoning about Bulk Flow Down Pressure Gradients

What a Difference in Pressure Makes! A Framework Describing Undergraduate Students’ Reasoning about Bulk Flow Down Pressure Gradients

Student Experiential Activities: A Novel Strategy to Teach Neuroanatomy in Lectures

A functional model of the cochlea

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