| Autor: |
Rennhack JP; Dana-Farber Cancer Institute, Harvard Medical School, Boston, Massachusetts., VanRyn VS; AD Instruments North America, Colorado Springs, Colorado., Poteracki JM; Department of Integrative Physiology & Pharmacology, Wake Forest University, Winston-Salem, North Carolina., Wehrwein EA; Department of Physiology, Michigan State University, East Lansing, Michigan. |
| Jazyk: |
angličtina |
| Zdroj: |
Advances in physiology education [Adv Physiol Educ] 2020 Sep 01; Vol. 44 (3), pp. 459-463. |
| DOI: |
10.1152/advan.00011.2020 |
| Abstrakt: |
The laboratory course is an excellent venue to apply content, practice inquiry, improve critical thinking, practice key clinical skills, and work with data. The use of inquiry-based course projects allows for students to propose open ended questions, form a hypothesis, design an experiment, collect data, analyze data, draw conclusion, and present their findings. This comprehensive experience is ideal for a capstone (senior level) laboratory course that is the culmination of 4 yr of study in the degree. At Michigan State University, the capstone laboratory has incorporated a formal course-based research experience in human physiology. The rationale and logistics for running such an experience are described in this paper. |
| Databáze: |
MEDLINE |
| Externí odkaz: |
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