Students' motivation toward laboratory work in physiology teaching

An exploration of the relationship between active learning and student motivation in STEM: a mixed methods study

Much of the research on science, technology, engineering, and mathematics (STEM) students' motivation measures the relationship between student motivation and academic outcomes, focusing on the student's mindset. Our mixed-methods research takes a different approach and considers the relationship between student motivation and instructional practices. Teaching practices and student motivation were analyzed simultaneously in undergraduate Biology classes using a self-determination theory-based survey to measure students' motivation during courses that were observed using the Classroom Observation Protocol for Undergraduate STEM (COPUS), and observation notes were collected to document instructor and student behaviors. Quantitative data were used to differentiate students' motivational levels, and qualitative data were collected to describe how instructors use specific teaching practices. The results provide a lens into how students' intrinsic motivation varies alongside the instructional practices and interactions in these classes. We found a correlation between higher levels of student motivation in interactive lectures and student-centered teaching profiles. This study highlights how the same practice can be implemented by multiple instructors with varying student motivation scores, pointing out the importance of fidelity to evidence-based instructional practice methods. The results of this study are discussed in the context of published empirical studies examining evidence-based instructional practices that are conceptually supportive of autonomy, competence, and relatedness. Active learning practices observed in this study correlated to positive learning outcomes are discussed and may serve as a guide for instructors interested in implementing specific active learning practices. Recommendations for instructors and departments that are interested in flexible methods to monitor progress toward active learning practices in biology and other STEM disciplines by combining the COPUS and self-determination survey results are presented.NEW & NOTEWORTHY This study uses a novel combination of instruments to describe students' intrinsic motivation in response to teaching practices. Findings demonstrate that active learning methods may support higher student motivation. Recommendations drawn from the study include using a variety of active learning methods, using evidence-based instructional methods with fidelity, and monitoring the students' affective response to those methods. Alignment of active learning practices to the components of self-determination may result in higher quality student motivation in science, technology, engineering, and mathematics (STEM) courses.

A comparison of students' preferences for face-to-face and online laboratory sessions: insights from students' perception of their learning experiences in an immunology course

The COVID-19 global pandemic has prompted educators in universities to reconsider their teaching methods, mainly due to the social distancing measures imposed within the classroom settings. On the other hand, the growing importance of continuing education opportunities for adult learners after graduation has seen the need to transform traditional teaching modes that primarily depend on face-to-face interaction into virtual modes, which are deemed more time- and cost-efficient. These major shifts in social and economic developments have a significant impact on the evolution of curriculum planning in higher education. Education that has scientific inquiry components inevitably comes into question, as conventional beliefs that experiments should be hands-on and will not be as effective if conducted virtually cast doubts on the move to the online space. This paper discusses the background of an impending shift in a university's approach to more online-based laboratory classes in an immunology course, as well as the exploration of the potential of conducting online laboratory experiments based on student perceptions.

Student experiences with a molecular biotechnology course containing an interactive 3D immersive simulation and its impact on motivational beliefs

The development and use of virtual laboratories to augment traditional in-person skills training continues to grow. Virtual labs have been implemented in a number of diverse educational settings, which have many purported benefits including their adaptability, accessibility, and repeatability. However, few studies have evaluated the impact of virtual laboratories outside of academic achievement and skills competencies, especially in biotechnology. In this study, an interdisciplinary team of content experts, video game researchers, instructional designers, and assessment experts developed a 3D immersive simulation designed to teach novice scientists the technical skills necessary to perform sterile mammalian cell culture technique. Unique to the simulation development process is the recreation of an immersive experience through the capture of details in the real-world lab where participants have the freedom of choice in their actions, while receiving immediate feedback on their technical skills as well as procedural execution. However, unlike an in-person laboratory course, students are able to iterate and practice their skills outside of class time and learn from their mistakes. Over the course of two semesters, we used a mixed-methods study design to evaluate student attitudes towards the simulation and their science motivational beliefs. Students' self-efficacy and science identity were assessed after engaging with the simulation prior to the physical laboratory. Our results show that students' science identity remained unchanged while their science self-efficacy increased. Furthermore, students had positive perceptions of the benefits of the virtual simulation. These data suggest that the virtual cell culture simulation can be a useful pedagogical training tool to support students' motivational beliefs that is both accessible and easy to implement.

Students' performance, attitude, and classroom observation data to assess the effect of problem-based learning approach supplemented by YouTube videos in Ugandan classroom

In response to global demands, Uganda's Vision 2040 seeks to transform the country into a modern and prosperous nation by implementing Sustainable Development Goal (SDG) 4, focusing on equitable and quality education. The 21st-century workforce requires individuals who can effectively navigate complex workplace challenges. This dataset was gathered from Form-2 Ugandan secondary school students (aged 12 to 15) across 12 schools in the Sheema District. The dataset comprises three types of data: students' performance in a physics topic (simple machines), their attitudes toward problem-solving and critical thinking when learning physics using Problem-Based Learning (PBL) supplemented by YouTube videos, and classroom observations documented with the reformed teaching observational protocol (RTOP). The intervention of teaching using PBL was executed in 2022, collecting data from 973 lower secondary school students. The intervention involved three approaches: one group (144 students) received PBL along with YouTube videos, another group of 482 students received PBL alone, and a third group (347 students) was taught using the traditional method. This data article explains the study's data creation, collection, and analysis process. The dataset holds significance for secondary school teachers, policymakers, and researchers, offering insights into the impact of PBL with and without ICT resources on learning physics and students' attitudes toward these learner-centered approaches.

Online Physiology Practice with Team-Based Learning During the COVID-19 Pandemic

Background

The spread of the coronavirus disease (COVID-19) has significantly affected medical education. In particular, conducting practical training in a face-to-face format has become difficult.

Purpose

To address this problem, online physiology practice combined with team-based learning (TBL) for deep learning of renal physiology was conducted among second-year medical students.

Participants and Methods

The experiment was performed by a group of students, while other students watched online. After the experiment, all students were grouped using breakout rooms. Following a discussion of the data, a clinical case study related to the experiment was conducted using TBL. To examine the effect of online practice in a case study under TBL, the participants completed an anonymous, open-ended, web-based questionnaire after the program, enabling us to compare their expectations and satisfaction. The questionnaire consisted of questions examining students' opinions on the appropriateness of online practice, degree of understanding, ease of asking questions, time efficiency, and the usefulness of case studies using TBL.

Results

There was no change in the number of students who participated in the online practice before and after class. After class, more students considered the level of understanding easier and displayed better on-time efficiency than with regular face-to-face training. However, these questions are difficult to answer.

Conclusion

Online-based physiology practice combined with clinical case studies under TBL helped maintain students' expectations and satisfaction with the training.

Gamified versus non-gamified online educational modules for teaching clinical laboratory medicine to first-year medical students at a large allopathic medical school in the United States

BACKGROUND

Medical educators seek innovative ways to engage learners efficiently and effectively. Gamification has been explored as one way to accomplish this feat; however, questions remain about which contexts gamification would be most useful. Time constraints and student interest present major barriers for teaching laboratory medicine to students. This study aims to compare two versions of an interactive online module, one gamified and one not, for teaching laboratory medicine concepts to pre-clinical medical students.

METHODS

First-year medical students reviewed either a gamified or non-gamified version of an interactive online module in preparation for an in-person flipped classroom session on Laboratory Medicine. Learning theory guided the design of the modules and both contained identical content, objectives, and structure. The "gamified" module included the additional elements of personalization, progress meters, points, badges, and story/role play. After reviewing the module, students completed an anonymous knowledge check and optional survey.

RESULTS

One hundred seventy-one students completed the post module knowledge check as assigned (82 gamified, 89 non-gamified). Knowledge check scores were higher for the students who reviewed the gamified module (p < 0.02), corresponding to an effect size of 0.4 for the gamified module. Eighty-one students completed optional post-module surveys (46 gamified, 35 non-gamified). Instructional efficiency was calculated using task difficulty questions and knowledge check scores, and the resulting instructional efficiency was higher for the gamified module. There was no significant difference in the student-reported time required to complete the modules. Additionally, both versions of the module were well received and led to positive ratings related to motivation and confidence. Finally, examination of open-ended survey results suggested that the addition of game elements added value to the gamified module and enhanced engagement and enjoyment.

CONCLUSIONS

In this setting, the addition of gamification to an interactive online module enhanced learning outcome, instructional efficiency, student engagement and enjoyment. These results should inspire further exploration of gamification for teaching Laboratory Medicine concepts to pre-clinical medical students.

Mobile application-assisted graded exercise practical: a remote teaching strategy to promote motivation and experiential learning in exercise physiology

Practical classes are critical instructional activities in facilitating learning and motivation in health sciences education. With increasing pedagogical activities being conducted in virtual or remote settings, this study assessed how a remote practical assisted by physiological monitoring smartphone applications impacted student motivation and the achievement of intended learning outcomes in exercise physiology teaching. A total of 24 students (out of 30; 80%) were surveyed via a mixed-methods questionnaire containing 27 closed-ended, and 3 the traditional in-class practical in randomized order. Unpaired Student's t tests were performed for comparisons between interventions with a significance level set at P < 0.05. Students reported that both remote and in-class practicals strongly facilitated the achievement of learning outcomes. Self-reported scores for student satisfaction and perceived achievement of learning outcomes were similar between the two practical methodologies. Student motivation scores assessed using the Lab Motivation Scale revealed that students were more motivated during the remote practical, particularly in the effort domain (P < 0.05). This was in line with the identified themes from the qualitative responses that indicated that the remote practical was more engaging than the in-person practical, with greater opportunities for experiential learning and class involvement being the main factors underlying these findings. Taken together, remote practicals can be critical aspects of a blended learning curriculum that encourages student engagement and experiential learning. With further advancements in physiological monitoring wearables and smartphone technologies, remote practicals can be potential alternatives to traditional in-person practicals in exercise physiology teaching.NEW & NOTEWORTHY Remote practical classes, supported by physiological monitoring smartphone applications, were assessed for their utility in facilitating learning and raising student motivation in health sciences education in this study. A comparison of remote practicals with traditional in-class practicals revealed that a remote practical is an effective method for reinforcing physiology learning objectives with the added advantage of increased student motivation. The added value of remote practicals may be attributed to more experiential learning opportunities and increased engagement levels.

Inverted classes as a successful tool to overcome teaching and learning challenges imposed by COVID-19 lockdown to food microbiology laboratory classes

This study evaluated if the online inverted classes (IC) model maintained high students’ learning engagement and performance on the laboratory component of Food Microbiology during an academic year dominated by COVID-19-lockdown, compared to pre-pandemic years. Porto University students from 2 courses (n = 36-Pharmaceutical Sciences; n = 59-Nutrition Sciences) were engaged. A high rate of students answered they prefer the IC rather than lecture-only style delivery mode and were involved in the IC learning process (prepared classes asynchronously; participated in case-studies resolution during synchronous classes). Very good laboratory final performances were maintained as in pre-pandemic years. Variable perceptions about work volume and adaptation to face-to-face laboratory classes were observed among both groups, potentially related to different course organization and defined learning outcomes/competences.

Ultrasound imaging in teaching cardiovascular physiology: disruption and challenge to foster learning

This work extends previously described applications of ultrasound technology in illustrating cardiovascular phenomena to investigation of learning effectiveness. To this end, learning in ultrasound-enhanced classes was assessed by quantifying the improvement in single best answer (SBA) exams conducted before and after an ultrasound practical class. This improvement was then compared to that seen in the same SBA exams conducted in matched groups that undertook similar classes conducted without ultrasound equipment. The SBA exams were designed to include questions that directly related to the phenomena being investigated in the practical classes as well as other "filler" questions to disguise the intent of the exam and ensure that standards of physiology knowledge were similar between the two groups. Any small statistically significant gains in performance observed between the two groups were confounded by differences in baseline (pretest) performance between the groups. These results contradict our previous work, which showed that self-reported measures of learning increased after ultrasound classes. It may be optimistic to expect improvements in deep learning and test performance immediately after even the most effective educational intervention. Direct measurement of the phenomena that bring about deep, long-term learning in classes remains problematic. Notwithstanding this, there is much evidence for the value of enhancing physiology learning by providing varying contexts in the physical, semantic, and cognitive domains. Ultrasound technology is a cheap and effective means of providing such context in physiology practical classes.NEW & NOTEWORTHY This work compares learning in cardiovascular physiology classes enhanced by using cheap ultrasound equipment with learning in comparable control classes without ultrasound. Performance improvement in single best answer tests between pre- and postclass tests were compared for the ultrasound and control classes, with little difference shown between the two classes. We question whether it is appropriate to measure deep learning after 2-h classes or whether other, phenomenological, qualitative measures of educational effectiveness would be better.

The baroreceptor reflex brought to life outside the classroom - an e-learning based asynchronous laboratory class using a non-supervised modified Active Standing Test

BACKGROUND

E-learning based laboratory classes can replace or enhance in-classroom laboratories. They typically offer temporal flexibility, self-determined learning speed, repeatability and do not require supervision or face-to-face contact. The aim of this feasibility study was to investigate whether the established in-classroom laboratory class on the baroreceptor reflex (BRR) can be transformed into a new e-learning based asynchronous laboratory class for untrained, non-supervised students without medical equipment. The BRR is a fundamental cardiovascular process which is regularly visualized in physiology during in-classroom laboratories by a student-performed Active Standing Test (AST). During this voluntary provocation of orthostatic stress, the BRR reliably causes a solid rise in heart rate (HR) and a stabilization or even increase in blood pressure (BP).

METHODS

The conventional AST was modified by omission of BP measurements which would require medical devices and was embedded into a framework of interactive digital material allowing independent student performance. With specific adaptions, this instrument was implemented to 1st and 2nd year curricula of human medicine, dental medicine, midwifery and pharmacy. An audience response system was used to collect the students' data on HR, epidemiology, technical problems, satisfaction and orthostatic symptoms. As primary outcome, we investigated the students' correct performance of the modified AST regarding textbook conformity of the HR data. Secondary outcomes included technical feasibility, the students' satisfaction and consistency of HR data within predefined subgroups (e.g., gender, curricula). Descriptive statistics are reported.

RESULTS

The class was completed by 217 students (mean age: 23 ± 8 [SD], 81% female, 19% male). Mean reported rise of HR during standing was ~ 20 bpm (~ 30%) which is highly concordant to textbooks. Reported feasibility (~ 80% negated any technical issues) and students' satisfaction (4.4 on 5-point Likert-scale) were high. The HR data were consistent within the subgroups.

CONCLUSION

This study demonstrates that the highly relevant BRR can be successfully addressed in an e-learning based asynchronous laboratory class implementing a non-supervised AST restricted to HR measurements embedded in digital material. The robust HR response and the adjustable complexity allow an application to different healthcare-related curricula. This class, therefore, provides a broad audience access to a fundamental concept of cardiovascular physiology.

Facilitatory Effect of Extending the Course Duration on Dissemination of Educational Content

The physiological practice course at Saitama Medical University provides students with the opportunity to learn physiological principles through wet labs and discussions. To develop a more effective method for maximizing learning outcomes, we extended the course's schedule from one day (1d) to two days (2d) per theme, evaluated self-administered questionnaires between two different years (pre and post-change), and examined whether the increased course length affected learning outcomes. Within the 2018 curriculum year, every theme of the course was completed in a day, including experiments in the wet lab and discussions. In 2019, each theme was assessed for two days. The second-year undergraduate medical students anonymously submitted the self-assessment questionnaire that addressed several aspects, such as understanding of the theme, through a 5-point Likert scale. The average Likert scores varied from 4 to 4.5 point for all questions, and significant differences were not found between the 1d and 2d courses. However, the ratio of students with the highest points increased for one question of the 2d course: 43.6% (1d) to 53.4% (2d) for understanding. Further, the standard deviation (SD) values decreased in the 2d course for every question: 0.29 (1d) to 0.15 (2d) for interest, 0.33 (1d) to 0.19 (2d) for understanding, 0.30 (d) to 0.17 (d) for communication, 0.34 (1d) to 0.19 (2d) for general evaluation. This reduction in the SD values indicated that the educational content was imparted more efficiently to students in the 2d course. Thus, we concluded that extending the course time facilitated dissemination of educational content for every theme.

SUPPLEMENTARY INFORMATION

The online version contains supplementary material available at 10.1007/s40670-022-01563-4.

Sharing a Preliminary Experience of an Effective Online Teaching Strategy for Physiology Practicals

To counter the challenge posed by the suspension of face-to-face classes due to COVID-19 imposed restrictions, a plan was formulated to conduct practical physiology classes for first-year undergraduate medical students at a newly established medical college in India. The students were provided with study materials before the scheduled class along with an assignment based on it. The class was taken on an online platform, with live practical demonstration on a full-body mannequin. This was followed by discussion in small groups. This strategy actively engaged both teachers and students and provided an effective model for imparting practical skills on an online platform.

Home-based physiology labs in the time of COVID-19 prove popular with medical students

The COVID-19 pandemic and the resulting "lockdown" have forced many medical schools to shift from traditional "face-to-face" teaching methodologies and embrace full online delivery. Although lectures and tutorials are readily communicated by this approach, the execution of laboratory exercises is much more difficult. To overcome these challenges, face-to-face laboratory sessions were replaced by a blended learning approach in which students were provided instructional material online and then required to conduct the laboratory exercises at home. These laboratory exercises made use of easily accessible household materials and mobile applications. A self-report survey was designed to assess students' perception of their learning experience and attitudes to the home-based laboratory exercises. The survey consisted of 16 questions that students had to respond to using a 5-point Likert scale. Students were also allowed to provide open responses to select questions. Overall, the 80% of students that completed the survey expressed strong satisfaction with their learning experience and were enthusiastic toward home-based laboratory exercises. However, concerns about not being able to complete particular face-to-face exercises that required specialized equipment were expressed. Several students proposed a combined approach going forward. Our results show that home-based laboratory exercises offer a multimodal option that enriches the learning curriculum by engaging students in "hands-on" bespoke practicals using inexpensive household materials.

Research Insights and Challenges of Secondary School Energy Education: A Dye-Sensitized Solar Cells Case Study

The research achievements of a university chemistry lab regarding dye-sensitized solar cells (DSSCs) were transformed into a high school hands-on course by simplifying the experimental steps and equipment. Our research methodology was action research. We verified the DSSC course step by step. First, 10 members of a high school science study club helped to revise the course over a school semester. A questionnaire survey revealed that all students agreed that the course increased their understanding of DSSCs and solar cells. Second, 35 students were enrolled in a 10th-grade elective energy course to study the revised DSSC topics for 3 weeks. A five-point Likert scale was used to collect students’ feedback, and students reported looking forward to making their own high-performance DSSC modules (4.60) and stated that being able to make their own solar cell was a great accomplishment (4.49). Third, the course was implemented at a junior high school science camp, and the 37 participating students were all able to complete the hands-on experiment. In the questionnaire survey, the students expressed that they enjoyed learning about scientific principles through a hands-on approach (4.59). Fourth, most of the 12 schoolteachers who voluntarily participated in the DSSC workshop agreed that integrating DSSC activity into school courses would be conducive to multidisciplinary learning. This course could facilitate participants’ self-evaluations in science knowledge, experimental skills, learning motivations, and positive attitudes toward sustainability.

Exploration of simulated urine sample biochemistry for the diagnosis of diseases: A laboratory practical exercise

The practical work described here is designed for third-year bachelor students in Life Sciences attending a kidney physiology course. It illustrates how urinary biochemistry can be used for a medical diagnosis. Students have to measure glucose, proteins, and creatinine concentrations in three simulated urine samples. First, they independently elaborate detailed protocols from the biochemical kit's technical sheets. Second, after correction of the protocols by the teacher, they perform the biochemical assays. Finally, students write a report in which they interpret the biochemical data and use them in the context of histological images assigned to each urine sample. With their results, their theoretical background and scientific articles supplied by the teacher, they establish the diagnosis indicating which patients are diseased and from which disease they are suffering (diabetes without nephropathy, diabetic nephropathy or hypertensive nephropathy). The originality of this practical work is to give student autonomy from the start of the project by requiring them to write the protocols, and determine the diagnosis by themselves. Simple and inexpensive, this practical forces students to mobilize their knowledge in renal physiology and pathophysiology as well as those acquired in other disciplines such as biochemistry or cellular biology. A survey conducted on two classes of students confirmed that this type of training helps students to better understand renal physiology, to realize the importance of interdisciplinarity (biochemistry, histology, and physiology) and to develop confidence in their ability to work independently.

Staff-student interactions in a physiology laboratory class: What do they involve and are they important?

Although considerable staff resources are often allocated to the teaching of undergraduate laboratory classes, there is a paucity of discussion regarding the extent and substance of the staff-student interactions that occur within classes and also whether these interactions benefit student learning in any way. Performed across four undergraduate laboratory sessions, this exploratory study aimed to quantify the interactions in terms of frequency, duration, and initiation of interactions, as well as gathering staff and student perceptions of the impact of the interactions. Staff gathered descriptive data by completing an observation checklist after each interaction and also provided their own perceptions of the interaction focus and outcome. Student perceptions were collected using an online survey after each class. Staff perceived that the most frequent achievement of the interactions was to enable students to progress with work. However, students' perceptions suggested that staff may underestimate the impact of staff-student interactions on conceptual learning. The most striking findings were the students' perceptions of the impact of interactions on their affective domain. On average, 93% of students agreed that when staff take an interest in their work, it motivates them to work hard, and 78% agreed that interactions with staff made the classes more enjoyable. With evidence that positive affect such as enjoyment is positively associated with aspects of learning, this is a salient finding. The study underscores the value of staff availability within the laboratory class and provides impetus to reevaluate how we perceive these interactions and their impact on student learning.

Outcome-based student assessment enhances academic performance in basic medical laboratory course

Basic medical laboratory courses (BMLCs) play an important role in medical educational courses helping the student acquire three important skills of surgical operating, collaborative learning, and problem solving. The outcome-based student assessment (OBSA) is a learning evaluation method that establishes specific evaluation points based on performance of students in three aspects: surgical operating, collaborative learning, and problem solving in the BMLC curriculum practices. The purpose of the present randomized controlled trial study is to explore the efficiency of OBSA program in BMLCs. The 233 students attending BMLCs were randomly divided into 2 groups, 118 in the OBSA group and 115 in the control group. We conducted multiple-choice examination questions (MCQs) test and two questionnaires with the method of two-sample t test for statistics. The results of MCQs in total eight BMLC blocks showed that the academic performance of the OBSA group was significantly better than that of the control group (P < 0.05). In addition, the average scores of direct observation of procedural skills (DOPS) and mini-experimental evaluation exercise in OBSA group were significantly higher than those in control group (P < 0.05). The majority of the medical students preferred the OBSA and considered OBSA could effectively improve their surgical operating skills (83.9%), collaborative learning skills (92.1%), and problem-solving skills (91.1%). From the above, OBSA is an effective evaluation method for the implementation of the BMLC curriculum.

The Relationship between Perceptions of Instructional Practices and Student Self-Efficacy In Guided-Inquiry Laboratory Courses

Science self-efficacy, a student's confidence in being able to perform scientific practices, interacts with science identity and outcomes expectations, leading to improved performance in science courses, persistence in science majors, and ultimately, the pursuit of advanced training in the sciences. Inquiry-based laboratory courses have been shown to improve undergraduate student self-efficacy, but the mechanisms involved and specific components of instructional practices that lead to improved self-efficacy are not clear. In the current study, we determined whether student and faculty perceptions of laboratory instructional practices (scientific synthesis, science process skills, and instructor-directed teaching) were related to postsemester self-efficacy across 19 guided-inquiry laboratory courses from 11 different institutions. Self-efficacy related to science literacy increased significantly from the beginning of the semester to the end of the semester. Variation in individual student perceptions of instructional practices within a course were significantly related to differences in student self-efficacy at the end of the semester, but not average student perceptions or faculty perceptions of their own practices across courses. The importance of individual student perceptions suggests that faculty should engage with students during curricular development. Furthermore, faculty need to use noncontent talk to reinforce the science practices students are engaging in during inquiry-based laboratory courses.

Initial survey on the use of animals in scientific research and teaching reveals divided opinion of the Brazilian population

Objective:

Specific legislation regulating the use of animals in research in Brazil was introduced in 2008. However, the viewpoint of the Brazilian population regarding the use of animals in research and teaching activities remains largely unknown. Investigation of the public viewpoint on and understanding of the topic is required given the current shifts in the animal ethics scenario in Brazil. The objective of this study was to provide the first insight into the Brazilian population viewpoint on the use of animals in scientific research and teaching activities.

Methods:

Data collected in a survey involving 2,115 individuals aged 16 years or older and residing in 130 municipalities distributed across the five Brazilian macroregions (North, Northeast, South, Southeast, and Midwest) were analyzed. The margin of error for entire sample was set at 2%, with a 95% confidence interval.

Results:

This survey revealed that most Brazilian citizens are in favor of the use animals in research, particularly for medical purposes. Different views depending on the nature of research were identified. Approximately 80% of respondents were also in favor of frequent oversight of laboratories and animal facilities.

Conclusion:

Survey findings indicate that the opinion of the Brazilian population is divided when it comes to the use of animals in scientific research and teaching. Divided opinions expose a limited understanding of the importance of basic sciences and emphasizes the need for improved communication between the scientific community and the general population. Further strategies aimed to promote animal welfare are discussed.

Using online decision trees to support students' self-efficacy in the laboratory

Failed experiments are a common occurrence in research, yet many undergraduate science laboratories rely on established protocols to ensure students are able to obtain results. While it is logistically challenging to facilitate students' conducting their own experiments in the laboratory, allowing students to "fail" in a safe environment could help with the development of problem-solving skills. To allow students a safe place to fail and encourage them to think through a laboratory protocol, online decision trees were created to lead students through protocols and give them timely feedback. The online decision trees present students with a scenario, then students execute a protocol by selecting options that will lead them down different paths and result in various realistic results from their experiments. They receive feedback and instructional tutorials throughout the simulation that are dependent on their choices. The significance of this new resource for student learning is that it allows students to practice their problem-solving skills and gain theoretical knowledge about the purpose of various experimental steps. The purpose of this research study was to evaluate whether online decision trees affected students' self-efficacy, metacognition, and motivation for completing a wet laboratory. A mixed-methods approach was used; three surveys were administered throughout the academic term. For survey 1, students completed the decision tree and survey before the wet laboratory. For survey 2, students completed the survey before the wet laboratory but completed the decision tree after the wet laboratory. Students' reported self-efficacy and intrinsic motivation were increased with the administration of the online decision trees before the wet laboratory, but their extrinsic motivation and metacognitive scores were unchanged. For survey 3, students provided written feedback about the impact of the online decision trees, and their responses highlighted the importance of the visual components of the approach.

Structured oral examination as an effective assessment tool in lab-based physiology learning sessions

Traditional oral examination (TOE) is criticized for the shortage of objectivity, standardization, and reliability. These perceived limitations can be mitigated by the introduction of structured oral examination (SOE). There is little evidence of the implementation of SOE in physiology laboratory courses. The purpose of this study was to investigate the effect of SOE in laboratory-based learning sessions. Second-year medical students (n = 114) attended a 16-wk physiology laboratory course. They were initially assessed by TOE in the middle of the academic term. The students' perspectives on this assessment were measured by a modified three-point Likert-type scale questionnaire. Following this, faculty members prepared topics for SOE; nine topics were included from each laboratory course. The correct answers and scoring criteria were discussed among the faculty before the SOE event. One week after the last laboratory course, SOE was carried out for each student. As with the TOE process, student feedback was collected via a modified three-point Likert-type scale questionnaire. The mean laboratory homework score from the first four and last four laboratory courses was also calculated. Paper exams were also conducted after TOE and SOE. The results show that SOE is more acceptable to students than TOE. Significant differences (P < 0.05) were observed in terms of uniformity of questions asked, syllabus coverage, and anxiety levels. In addition, SOE improved students' performance in the laboratory course explored here. We contend that SOE shows promise as an effective assessment tool in laboratory-based physiology learning sessions.

Development of low-cost cardiac and skeletal muscle laboratory activities to teach physiology concepts and the scientific method

Anatomy and Physiology courses taught at community colleges tend to focus laboratory hours primarily on anatomy as opposed to physiology. However, research demonstrates that, when instructors utilize active learning approaches (such as in laboratory settings) where students participate in their own learning, students have improved outcomes, such as higher test scores and better retention of material. To provide community college students with opportunities for active learning in physiology, we developed two laboratory exercises to engage students in cardiac and skeletal muscle physiology. We utilized low-cost SpikerBox devices to measure electrical activity during cardiac (electrocardiogram) and skeletal muscle (electromyogram) contraction. Laboratory activities were employed in Anatomy and Physiology courses at two community colleges in southeast Michigan. A 2-h laboratory period was structured with a 20-min slide presentation covering background material on the subject and experiments to examine the effects of environmental variables on nervous system control of cardiac and skeletal muscle contraction. Students were asked to provide hypotheses and proposed mechanisms, complete a results section, and provide conclusions for the experiments based on their results. Our laboratory exercises improved student learning in physiology and knowledge of the scientific method and were well-received by community college students enrolled in Anatomy and Physiology. Our results demonstrate that the use of a SpikerBox for cardiac and skeletal muscle physiology concepts is a low-cost and effective approach to integrate physiology activities into an Anatomy and Physiology course.

Blended learning in basic medical laboratory courses improves medical students' abilities in self-learning, understanding, and problem solving

Blended learning, is a teaching approach that integrates online self-learning and classroom teaching. When designed well, blended learning courses in medicine can facilitate students to improve themselves in self-learning, understanding, and problem solving, ultimately enhancing their learning efficiency. However, blended teaching methods are usually used in only a single course, so it is unclear whether these methods can work well in a variety of basic medical courses. The goal of this study is to explore students' perceptions of whether blended laboratory courses are helpful for them in overcoming the difficulties they experience. Blended laboratory courses were taken by medical students at Guilin Medical University. Approximately 71.1% of the students agreed that online lecture courses improved their understanding of threshold concepts and the underlying theories. The majority of the students (63.01%) held the opinion that the blended laboratory courses were more effective than other types of courses in achieving the knowledge goals. The majority of the teachers believed that students' interest in experimentation operations, hands-on abilities, confidence, and other factors were greatly improved compared with those of students taught using the traditional teaching model (face to face). In addition, the average scores for the quizzes of laboratory courses were significantly improved in the blended learning method compared with the traditional learning method. Blended laboratory courses are successful and welcomed by both students and teachers in undergraduate laboratory courses.

Student perceptions of "doing" hematology physiology practicals

Although hands-on experience in hematology practical work has been an integral part of physiology education, the students' perception on the importance of the same has remained largely unexplored. The objective of this study was to explore students' perception on the importance of "doing" hematology experiments. The first-year medical students of the 2017-18 batch filled out a semistructured questionnaire at the end of the course of hematology practicals. The questionnaire captured their perception of the importance of doing hematology practicals on their own blood, the assessment of the same, and its value in medical training. Students indicated that doing practicals individually by pricking themselves was a necessary part of physiology teaching (n = 126 responses: 43 men, 83 women; 86%). They felt that it not only improved their knowledge (n = 120: 39 men, 81 women; 82%) and fine-motor skills (n = 107: 41 men, 66 women; 73%), but also molded their attitude (n = 101: 41 men, 60 women; 69%), gearing them to become empathetic and confident doctors. They felt that some practicals were unnecessary/outdated; this needs attention. While suggesting a few modifications in the practical curriculum, almost all students felt that the practicals should be continued for future batches. Students felt that doing hematology practical work was a necessary part of their training. It improved their knowledge, skills, and attitude, making them more empathetic and confident doctors.

A virtual experiment improved students' understanding of physiological experimental processes ahead of a live inquiry-based practical class

Physiology is commonly taught through direct experience and observation of scientific phenomena in "hands-on" practical laboratory classes. The value of such classes is limited by students' lack of understanding of the underlying theoretical concepts and their lack of confidence with the experimental techniques. In our experience, students follow experimental steps as if following a recipe, without giving thought to the underlying theory and the relationship between the experimental procedure and the research hypotheses. To address this issue, and to enhance student learning, we developed an online virtual experiment for students to complete before an inquiry-based practical. The virtual experiment and "live" practical laboratory were an investigation of how autonomic nerves control contractions in the isolated rabbit ileum. We hypothesized that the virtual experiment would support students' understanding of the physiological concepts, as well as the experimental design associated with the practical. Anonymous survey data and usage analytics showed that most students engaged with the virtual experiment. Students thought that it helped them to understand the practical physiological concepts and experimental design, with self-reported time spent on the virtual experiment (and not on lectures or practical class notes) a significant predictor of their understanding. This novel finding provides evidence that virtual experiments can contribute to students' research skills development. Our results indicate that self-paced online virtual experiments are an effective way to enhance student understanding of physiological concepts and experimental processes, allowing for a more realistic experience of the scientific method and a more effective use of time in practical classes.

A Comparison of the Ability Emotional Intelligence of Head Teachers With School Teachers in Other Positions

Head teachers are exposed to a highly emotional and stressful job, and they need a sufficient combination of professional competencies in order to deal with daily challenges in schools. Recent studies have shown the importance of developing emotional competencies such as emotional intelligence (EI) in teachers in order to improve their professional development and to ensure the adequate functioning of the school. However, rather less is known about the ability EI of head teachers. The aim of the present study was to evaluate the ability EI of public school head teachers and compare this ability with those working in other positions within the school. For these purposes, 393 participants (35 head teachers, 39 middle leaders, 236 tutors, and 86 teachers) aged between 24 and 62 years (M = 40.26; SD = 9.27) completed the mayer-salovey-caruso emotional intelligence test (MSCEIT). The results revealed a significantly higher total EI for head teachers than teachers, along with higher scores in the understanding branch of the MSCEIT for the head teachers compared with workers in other positions. In addition, on this EI branch, tutors also achieved higher scores than the teachers. We also evaluated the alternative hypothesis that years of teaching experience could explain the relationship between work position and the EI scores, and found no evidence in support of this possibility. Limitations and future lines of research are discussed.

Peer instruction in a physiology laboratory course in China

Peer instruction has been used extensively in lecture courses; however, there is little evidence of its use in laboratory courses. The purpose of the present study was to describe the implementation of the peer instruction method in a physiology laboratory course in China. Second-year medical students attended a 6-wk physiology laboratory course in the fall semester of the 2016-2017 school year. In the six new physiology laboratory classes, peer instruction strategies were used to substitute for the traditional short, didactic lectures. The effects of peer instruction were measured by in-class quizzes and confidence levels. The students' evaluations of peer instruction were measured by a Likert scale questionnaire. Peer instruction significantly improved the mean score on quizzes (0.53 ± 0.50 vs. 0.68 ± 0.47, P < 0.001) and confidence levels (2.36 ± 0.66 vs. 2.80 ± 0.45, P < 0.001). Furthermore, for individual incorrect answers, 39.07% changed to correct answers after peer instruction, whereas, for correct answers, 6.61% were changed to an incorrect response. Overall, significantly more students changed their answers from incorrect to correct than from correct to incorrect [χ²: 333.11; degrees of freedom (df): 1; P < 0.001]. Therefore, the positive effects of peer instruction were higher than the negative effects (χ²: 244.55; df: 1; P < 0.001). Moreover, student evaluations of peer instruction were highly positive. In conclusion, the implementation of peer instruction to the physiology laboratory course is an effective strategy to enhance students' performance on in-class quizzes and confidence levels. In addition, the attitude of students toward peer instruction was favorable.

Tackling the threshold concepts in physiology: what is the role of the laboratory class?

Laboratory practical programs are expected to fulfill many roles in the learning process, including the development of laboratory skills and problem-solving skills. However, little is known about the role of laboratory practical classes in the conceptual learning of physiology. Therefore, the main aims of this study were to identify some of the threshold concepts in physiology and to explore the role of our laboratory practical program in helping students to tackle these concepts. An online questionnaire gathered opinions from students on the value of the laboratory classes in helping them to learn. Interviews with students and with lecturers were performed to ascertain which concepts students find particularly difficult, why they find these concepts difficult, and what their opinions are on the role of the laboratory practical classes in helping students to grasp difficult concepts. A number of threshold concepts in physiology were identified, and some possible reasons underlying the difficulties were explored. Overall, the majority of respondents found that the laboratory practical program helped them to learn physiology. While the laboratory classes were found to promote conceptual learning in a number of ways, a prominent finding was that the laboratory classes help students to grasp the theory because they allow students to visually see the physiological events, they bring the theory to life, and they allow students to experience some applications of the theory. The study also highlighted areas for further development in relation to the promotion of conceptual learning within the teaching laboratory.

A day of immersive physiology experiments increases knowledge and excitement towards physiology and scientific careers in Native American students

Underserved minority groups are disproportionately absent from the pursuit of careers in science, technology, engineering, and mathematics (STEM) fields. One such underserved population, Native Americans, are particularly underrepresented in STEM fields. Although recent advocacy and outreach designed toward increasing minority involvement in health care-related occupations have been mostly successful, little is known about the efficacy of outreach programs in increasing minority enthusiasm toward careers in traditional scientific professions. Furthermore, very little is known about outreach among Native American schools toward increasing involvement in STEM. We collaborated with tribal middle and high schools in South Dakota and Nebraska through a National Institutes of Health Science Education Partnership Award to hold a day-long physiology, activity-based event to increase both understanding of physiology and enthusiasm to scientific careers. We recruited volunteer biomedical scientists and trainees from the University of Nebraska Medical Center, Nebraska Wesleyan University, and University of South Dakota. To evaluate the effectiveness of the day of activities, 224 of the ~275-300 participating students completed both a pre- and postevent evaluation assessment. We observed increases in both students self-perceived knowledge of physiology and enthusiasm toward scientific career opportunities after the day of outreach activities. We conclude that activity-based learning opportunities in underserved populations are effective in increasing both knowledge of science and interest in scientific careers.