Title :
Effective "homework-free" BME physiology instruction
Author_Institution :
Dept. of Biomed. Eng., Vanderbilt Univ. Sch. of Eng., Nashville, TN, USA
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;
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
Print_ISBN :
0-7803-7612-9
DOI :
10.1109/IEMBS.2002.1053453
