Jove
Visualize
Contact Us
JoVE
x logofacebook logolinkedin logoyoutube logo
ABOUT JoVE
OverviewLeadershipBlogJoVE Help Center
AUTHORS
Publishing ProcessEditorial BoardScope & PoliciesPeer ReviewFAQSubmit
LIBRARIANS
TestimonialsSubscriptionsAccessResourcesLibrary Advisory BoardFAQ
RESEARCH
JoVE JournalMethods CollectionsJoVE Encyclopedia of ExperimentsArchive
EDUCATION
JoVE CoreJoVE BusinessJoVE Science EducationJoVE Lab ManualFaculty Resource CenterFaculty Site
Terms & Conditions of Use
Privacy Policy
Policies

Related Experiment Videos

Student critical thinking is enhanced by developing exercise prescriptions using online learning modules.

C Jayne Brahler1, Ian J Quitadamo, Emily C Johnson

  • 1Department of Health and Sport Science, University of Dayton, Dayton, Ohio 45469-1210, USA. jayne.brahler@notes.udayton.edu

Advances in Physiology Education
|August 22, 2002
PubMed
Summary

Online learning modules (OLM) enhanced critical thinking in exercise science students. These modules fostered essential skills for developing effective exercise prescriptions by integrating patient data analysis and collaborative activities.

Related Concept Videos

You might also read

Related Articles

Articles linked to this work by shared authors, journal, and citation graph.

Sort by
Same author

Unusual presentation of idiopathic intracranial hypertension.

BMJ case reports·2020
Same author

A Mind of Their Own: Using Inquiry-based Teaching to Build Critical Thinking Skills and Intellectual Engagement in an Undergraduate Neuroanatomy Course.

Journal of undergraduate neuroscience education : JUNE : a publication of FUN, Faculty for Undergraduate Neuroscience·2014
Same author

Systematically controlling for the influence of age, sex, hertz and time post-whole-body vibration exposure on four measures of physical performance in community-dwelling older adults: a randomized cross-over study.

Current gerontology and geriatrics research·2011
Same author

Acute effects of whole-body vibration on lower extremity muscle performance in persons with multiple sclerosis.

Journal of neurologic physical therapy : JNPT·2009
Same author

Learning scientific and medical terminology with a mnemonic strategy using an illogical association technique.

Advances in physiology education·2008
Same author

Community-based inquiry improves critical thinking in general education biology.

CBE life sciences education·2008

Area of Science:

  • Physiology education
  • Exercise science
  • Higher-order thinking skills

Background:

  • Critical thinking is vital in undergraduate physiology.
  • Learning environment, social context, and teaching methods influence critical thinking.
  • Developing critical thinking is essential for exercise prescription.

Purpose of the Study:

  • To describe online learning modules (OLM) designed to promote critical thinking.
  • To enhance higher-order thinking skills in upper-division Exercise Testing and Prescription students.
  • To integrate authentic patient case data into the learning process.

Main Methods:

  • Developed online learning modules (OLM) for an Exercise Testing and Prescription course.
  • Required students to analyze authentic patient case histories and clinical physiological details.

Related Experiment Videos

  • Facilitated computer-based collaborative learning activities.
  • Utilized online learning environments for reviewing patient data and developing exercise prescriptions.

    • Main Results:

    • Assessment data indicated that OLM positively impacted students' critical thinking abilities.
    • Students demonstrated improved skills in developing exercise prescriptions.
    • The modules reinforced lecture-based exercise science content.
    • Online learning modules effectively promoted critical thinking in exercise science students.

    Conclusions:

    • Online learning modules are effective tools for developing critical thinking in exercise science.
    • Critical analysis of patient data and collaboration enhance the development of exercise prescriptions.
    • OLM successfully bridge the gap between theoretical knowledge and practical application in exercise science.