An investigative laboratory course in human physiology using computer technology and collaborative writing

Area of Science:

• Human Physiology
• Sports Medicine Education
• Undergraduate Laboratory Science

Background:

• National science organizations advocate for active, student-directed laboratory experiences.
• Evidence supports the effectiveness of inquiry-based learning in science education.
• This study focuses on a specific investigative physiology course for second-year students.

Purpose of the Study:

• To describe the implementation and assessment of an investigative human physiology laboratory course.
• To evaluate student engagement and skill development in a student-directed laboratory setting.
• To assess the effectiveness of higher-level experimental models and collaborative learning.

Main Methods:

• Four-year implementation and assessment of an investigative human physiology course for 65 students.
• Four multiweek experimental modules covering neuromuscular, reflex, and cardiovascular physiology.
• Utilized computerized hardware/software with transducers for self-designed experiments, data collection, analysis, and peer editing.

Main Results:

• Students responded enthusiastically to the investigative approach, as evidenced by course evaluations.
• Observable gains in student skills and abilities were documented through comments and performance.
• The course successfully integrated higher-level skills and complex human experimental models.

Conclusions:

• Investigative, student-directed laboratory experiences in human physiology are effective for skill development.
• The course design fosters enthusiasm and measurable improvements in scientific competencies.
• This model provides a valuable framework for undergraduate physiology education.