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

Knowledge increment assessed for three methodologies of teaching physiology.

C Grieve1

  • 1Department of General Physiology, University of the Witwatersrand, South Africa.

Medical Teacher
|January 1, 1992
PubMed
Summary
This summary is machine-generated.

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

Assessing Strategies to Reduce Inappropriate Laboratory Testing.

Irish medical journal·2024
Same author

How solid is the theoretical basis for bioelectrical impedance analysis?

The American journal of clinical nutrition·1995
Same author

The effect of ethnic group on appendicular bone mass in children.

Journal of bone and mineral research : the official journal of the American Society for Bone and Mineral Research·1992
Same author

crnA encodes a nitrate transporter in Aspergillus nidulans.

Proceedings of the National Academy of Sciences of the United States of America·1991
Same author

Homologous transformation of Cephalosporium acremonium with the nitrate reductase-encoding gene (niaD).

Gene·1990
Same author

Transformation of Aspergillus niger with the homologous nitrate reductase gene.

Gene·1989

Audio-visual lectures and self-study tutorials effectively increased physiology knowledge in students. Traditional didactic lectures showed no significant knowledge gain and were least preferred by students.

Area of Science:

  • Physiology education
  • Medical education research

Background:

  • Traditional didactic lectures are common in physiology education.
  • Assessing the effectiveness of different teaching methodologies is crucial for optimizing student learning outcomes.

Purpose of the Study:

  • To compare the knowledge increment in physiology students using three distinct teaching methods.
  • To evaluate student preferences for different instructional approaches.

Main Methods:

  • A pre-test/post-test design was employed to measure knowledge gain.
  • Three teaching methods were assessed: lecture with audio-visual aids, formal didactic lecture, and self-study tutorial.
  • Student preferences were gathered via a questionnaire.

Main Results:

Related Experiment Videos

  • Both audio-visual aided lectures and self-study tutorials resulted in significant knowledge improvement.
  • Formal didactic lectures did not yield a significant increase in student knowledge.
  • Students showed a clear preference for audio-visual aided lectures, followed by self-study tutorials.

Conclusions:

  • Audio-visual aids and self-study tutorials are effective teaching strategies in physiology.
  • Formal didactic lectures are less effective for knowledge acquisition and student engagement in physiology.
  • Integrating diverse and interactive teaching methods can enhance learning in physiology education.