Interactive laboratory classes enhance neurophysiological knowledge in Thai medical students
| Autor: | Pitchamol Vilaisaktipakorn, Tanawin Suksiriworaboot, Danai Niyomnaitham, Shaun Peter Qureshi, Nicha Wongjarupong, Saknan Bongsebandhu-phubhakdi |
|---|---|
| Rok vydání: | 2018 |
| Předmět: |
Adult
Male Students Medical 020205 medical informatics Physiology Teaching method education Neurophysiology Subgroup analysis 02 engineering and technology Education Young Adult 0202 electrical engineering electronic engineering information engineering Humans skin and connective tissue diseases Medical education Education Medical Laboratory Class 05 social sciences 050301 education General Medicine Problem-Based Learning Thailand Test (assessment) body regions Active learning Learning methods Female Educational Measurement Psychology 0503 education Education Medical Undergraduate |
| Zdroj: | Advances in physiology education. 42(1) |
| ISSN: | 1522-1229 |
| Popis: | Interactive laboratory class (ILC) is a two-way communication teaching method that encourages students to correlate laboratory findings with materials from lectures. In Thai medical education, active learning methods are uncommon. This paper aims to establish 1) if ILCs would effectively promote physiology learning; 2) if effectiveness would be found in both previously academically high-performing and low-performing students; and 3) the acceptability of ILCs to Thai medical students as a novel learning method. Two hundred seventy-eight second-year medical students were recruited to this study. We conducted three ILC sessions, which followed corresponding lectures. We carried out multiple-choice pre- and post-ILC assessments of knowledge and compared by repeated-measures ANOVA and unpaired t-test. Subgroup analysis was performed to compare high-performance (HighP) and low-performance (LowP) students. After the ILCs, participants self-rated their knowledge and satisfaction. Post-ILC test scores increased significantly compared with pre-ILC test scores in all three sessions. Mean scores of each post-ILC test increased significantly from pre-ILC test in both LowP and HighP groups. More students self-reported a “very high” and “high” level of knowledge after ILCs. Most students agreed that ILCs provided more discussion opportunity, motivated their learning, and made lessons more enjoyable. As an adjunct to lectures, ILCs can enhance knowledge in medical students, regardless of previous academic performance. Students perceived ILC as useful and acceptable. This study supports the active learning methods in physiology education, regardless of cultural context. |
| Databáze: | OpenAIRE |
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