Abstract:
:Bioscience is a foundational unit (subject) of undergraduate allied health degree programs, providing students the scientific basis underpinning their clinical practice. However, despite its significance, bioscience is a difficult academic hurdle for many students to master. The introduction of active learning strategies, including small team-based guided-inquiry learning approaches, has been shown to significantly reduce this hurdle and improve assessment outcomes for the learner. Guided team-based activities can aid in this approach by also building broader skills and capabilities, like teamwork and communication, as well as subject-specific knowledge and skills, thereby positively influencing student assessment outcomes. This paper details the redesign and evaluation of two first-year Bioscience for Paramedics units with the introduction of guided-inquiry learning, as well as other active learning strategies, and assesses their impact on student performance. Results indicate that active learning used within a classroom and in the large lecture theater setting improved students' grades with positive student perception of their learning experience.
journal_name
Adv Physiol Educjournal_title
Advances in physiology educationauthors
Sinnayah P,Rathner JA,Loton D,Klein R,Hartley Pdoi
10.1152/advan.00199.2018subject
Has Abstractpub_date
2019-06-01 00:00:00pages
233-240issue
2eissn
1043-4046issn
1522-1229journal_volume
43pub_type
杂志文章abstract::Teachers of physiology at all postsecondary levels were asked to participate in a survey about the possible sources of students' difficulty in learning physiology. Sixty-three physiology teachers responded to the 18-question survey; 35 of the respondents also responded to a request for written comments about this issu...
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