Effective "homework-free" BME physiology instruction

Author

Paschal, C.B.

Author_Institution

Dept. of Biomed. Eng., Vanderbilt Univ. Sch. of Eng., Nashville, TN, USA

Volume

3

fYear

2002

fDate

23-26 Oct. 2002

Firstpage

2613

Abstract

A method of teaching physiology that involved instant feedback on quizzes and in-class activities in lieu of homework was compared to more traditional instruction including homework. The comparison was conducted in an undergraduate biomedical engineering course. Results demonstrated no significant difference in exam scores for the two groups, calling into question the utility of homework as a learning activity for physiology instruction. The results of the experiment may have been affected by the terrorist attacks of Sept 11, 2001.

Keywords

biomedical education; feedback; physiology; teaching; effective homework-free BME physiology instruction; exam scores; in-class activities; instant feedback; more traditional instruction; physiology instruction; quizzes; terrorist attacks Sept 11 2001; undergraduate biomedical engineering course; Biomedical engineering; Centralized control; Control systems; Education; Learning systems; Neurofeedback; Neurophysiology; Physiology; Radiology; Terrorism;

fLanguage

English

Publisher

ieee

Conference_Titel

Engineering in Medicine and Biology, 2002. 24th Annual Conference and the Annual Fall Meeting of the Biomedical Engineering Society EMBS/BMES Conference, 2002. Proceedings of the Second Joint

ISSN

1094-687X

Print_ISBN

0-7803-7612-9

Type

conf

DOI

10.1109/IEMBS.2002.1053453

Filename

1053453