ABSTRACT
Due to growing demand from students and facilitated by innovations in educational technology, institutions of higher learning are increasingly offering online courses. Subjects in the hard sciences, such as pathophysiology, have traditionally been taught in the face-to-face format, but growing demand for preclinical science courses has compelled educators to incorporate online components into their classes to promote comprehension. Learning tools such as case studies are being integrated into such courses to aid in student interaction, engagement, and critical thinking skills. Careful assessment of pedagogical techniques is essential; hence, this study aimed to evaluate and compare student perceptions of the use of case studies in face-to-face and fully online pathophysiology classes. A series of case studies was incorporated into the curriculum of a pathophysiology class for both class modes (online and face to face). At the end of the semester, students filled out a survey assessing the effectiveness of the case studies. Both groups offered positive responses about the incorporation of case studies in the curriculum of the pathophysiology class. This study supports the argument that with proper use of innovative teaching tools, such as case studies, online pathophysiology classes can foster a sense of community and interaction that is typically only seen with face-to-face classes, based on student responses. Students also indicated that regardless of class teaching modality, use of case studies facilitates student learning and comprehension as well as prepares them for their future careers in health fields.
Subject(s)
Computer-Assisted Instruction , Internet , Interpersonal Relations , Physiology/education , Problem-Based Learning , Teaching/methods , Adolescent , Adult , Analysis of Variance , Attitude , Educational Measurement , Female , Humans , Learning , Male , Perception , Students/psychology , Surveys and Questionnaires , Thinking , Universities , Young AdultABSTRACT
Research proficiency is part of the curriculum in all NAACLS accredited CLS programs. Learning the basic research tools enables students to understand and interpret published research as informed consumers of research. This paper describes an improved and innovative approach to prepare future CLS professionals to be both analytical consumers and active producers of pertinent research.
