Using paper presentation breaks during didactic lectures improves learning of physiology in undergraduate students

Ghorbani, A. and Ghazvini, K. (2016) Using paper presentation breaks during didactic lectures improves learning of physiology in undergraduate students. Advances in Physiology Education, 40 (1). pp. 93-97.

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Abstract

Many studies have emphasized the incorporation of active learning into classrooms to reinforce didactic lectures for physiology courses. This work aimed to determine if presenting classic papers during didactic lectures improves the learning of physiology among undergraduate students. Twenty-two students of health information technology were randomly divided into the following two groups: 1) didactic lecture only (control group) and 2) didactic lecture plus paper presentation breaks (DLPP group). In the control group, main topics of gastrointestinal and endocrine physiology were taught using only the didactic lecture technique. In the DLPP group, some topics were presented by the didactic lecture method (similar to the control group) and some topics were taught by the DLPP technique (first, concepts were covered briefly in a didactic format and then reinforced with presentation of a related classic paper). The combination of didactic lecture and paper breaks significantly improved learning so that students in the DLPP group showed higher scores on related topics compared with those in the control group (P < 0.001). Comparison of the scores of topics taught by only the didactic lecture and those using both the didactic lecture and paper breaks showed significant improvement only in the DLPP group (P < 0.001). Data obtained from the final exam showed that in the DLPP group, the mean score of the topics taught by the combination of didactic lecture and paper breaks was significantly higher than those taught by only didactic lecture (P < 0.05). In conclusion, the combination of paper presentation breaks and didactic lectures improves the learning of physiology. © 2016 The American Physiological Society.

Item Type: Article
Additional Information: Cited By :6 Export Date: 16 February 2020 CODEN: APEDF Correspondence Address: Ghorbani, A.; School of Medicine, Mashhad Univ. of Medical SciencesIran; email: ghorbania@mums.ac.ir
Uncontrolled Keywords: Didactic lecture Learning Paper Physiology adolescent curriculum education female human problem based learning procedures student teaching young adult Educational Measurement Humans Problem-Based Learning Students
Subjects: QT physiology
W General medicine- Health professions
Divisions: Mashhad University of Medical Sciences
Depositing User: mr lib4 lib4
Date Deposited: 02 Mar 2020 07:46
Last Modified: 02 Mar 2020 07:46
URI: http://eprints.mums.ac.ir/id/eprint/13007

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