Teaching baroreflex physiology to medical students

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Teaching baroreflex physiology to medical students: a comparison ofquiz-based and conventional teaching strategies in a laboratory exercise     From  Ronan M. G. Berg,1,2 Ronni R. Plovsing,3 and Morten Damgaard1,4
Teaching baroreflex
physiology to medical students: a comparison of quiz-based and
conventional teaching strategies in a laboratory exercise. Adv Physiol
Educ 36: 147–153, 2012; doi:10.1152/advan.00011.2012.—Quizbased
and collaborative teaching strategies have previously been
found to be efficient for the improving meaningful learning of physiology
during lectures. These approaches have, however, not been
investigated during laboratory exercises. In the present study, we
compared the impact of solving quizzes individually and in groups
with conventional teaching on the immediate learning during a laboratory
exercise. We implemented two quizzes in a mandatory 4-h
laboratory exercise on baroreflex physiology. A total of 155 secondyear
medical students were randomized to solve quizzes individually
(intervention group I, n
57), in groups of three to four students
(intervention group II, n
56), or not to perform any quizzes
(control; intervention group III, n
42). After the laboratory exercise,
all students completed an individual test, which encompassed two
recall questions, two intermediate questions, and two integrated questions.
The integrated questions were of moderate and advanced
difficulty, respectively. Finally, students completed an evaluation
form. Intervention group I reached the highest total test scores and
proved best at answering the integrated question of advanced difficulty.
Moreover, there was an overall difference between groups for
student evaluations of the quality of the teaching, which was highest
for intervention group II. In conclusion, solving quizzes individually
during a laboratory exercise may enhance learning, whereas solving
quizzes in groups is associated with higher student satisfaction