DOI: 10.5176/2345-718X_1.1.18
Authors: Feng Feng, April Horstman-Reser and Mary Lee Lusby
Abstract:
From traditional lecture and lab teaching to computerbased activities, technological advances have been applied to health care sciences education in an effort to enhance student learning. As educators, we facilitate the students’ journey towards independent learning in accordance with current standards in science pedagogy, but must also help students learn how to use technologies in order to seek, organize, analyze, and apply information appropriately. We implemented iWorx which provides computerized data recording and analysis using multiple transducers into the anatomy and physiology course to meet the pedagogical objective of providing students with active learning exercises that extend beyond topics covered in the lecture portion of the course, while circumventing problems encountered when creating an introductory-level medical science lab. We found that performing simple activities such as ECG, EEG, EMG, and spirometry by using iWorx increases students’ comfort levels, knowledge and experience levels, and interest levels of laboratory related skills. We observed these increases, which were demonstrated in comparisons between scores in students’ lab activities, while using iWorx especially when students were applying the scientific method to physiological issues, using computer-based laboratory equipment, and demonstrating knowledge of scientific methodologies. Designing hands-on learning and new kinesthetic activities improves conceptual learning in cardiovascular, neurological, muscular, and respiratory physiology in the lectures. The student relative lab practical scores improved significantly. Pedagogical objectives can be met in an overwhelmingly positive lab experience for students when health sciences faculty use computer-based technologies.
Keywords: education, computer-based technology, iWorx, anatomy and physiology
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