Role of Computer-Aided and Technology-Enhanced Practical Classes in Student Engagement and Learning of Physiology Topics

Background and Aims: An MPharm curriculum should be fully integrated and progressive and ensure learning based on experience to provide clinical education. Analysis of current human physiology practicals showed lack of continuous building on and amending of previous knowledge. It also highlighted limited integration throughout the programme and student inclusivity. Student feedback indicated that practicals were not always perceived as relevant to pharmacy degree. It has been suggested that the use of technology promotes students’ understanding of cardiovascular physiology, help accommodate various type of learners and thus benefit students’ overall performance(1,2). Computers can be used to create learning scenarios such as virtual patient simulations to support engaging teaching and active learning(3). The objective of this project was to design a practical activity to teach physiology concepts using a computer-aided and technology-enhanced (CATen) approach to enhance students’ understanding and learning of cardiovascular topics, support development of pharmacy practice skills, ensure integration of the curriculum, students’ engagement and satisfaction.

Summary of work: The work involved adaptation and integration of current practicals with the innovative LabTutor® system. A semi-structured, small group discussion (10 students, level 7, undergraduate (UG)) was organised to understand students’ ‘perception and experience of’ and ‘engagement with’ the current practicals. A CATen practical that involved the use of: i) LabTutor® teaching suite; ii) computer and online resources; iii) handling and manipulating of clinical tools; iv) reflective study questions was designed. The CATen activity was made available to level 4, UG, students (140 students). Outcomes were assessed using student feedback and students’ achievements were evaluated using summative assessment.

Outcomes: Student feedback was very positive and indicated appreciation (76% agreed/strongly agreed) of the increased integration and enhanced support of clinical-practice offered by the CATen approach. However, students felt that CATen practicals did not always promote communication and discussion with members of staff (74% agreed/strongly agreed). Cardiovascular physiology grades improved and the percentage of students achieving first class marks in topics related to ‘vascular physiology and blood pressure’ and ‘electrocardiography’ concepts linked to clinical and pharmacy practice increased by 21% and 9%, respectively.

Discussion and conclusion: Results suggest that CATen teaching is an effective approach to teaching cardiovascular physiology to level 4 UG pharmacy students. Thus, it should be considered when designing new curriculum as method to improve overall appreciation and understanding of physiology topics in relation to pharmacy practice. Students’ germinal development may justify the perception that CATen teaching did not promote discussion. It is possible that limited communication skills and confidence prevented students from interacting with staff. Thus, additional support and prompting from tutors may help level 4 students to master independent-learning and acquire effective communication skills. To determine if the CATen approach consistently improves students’ engagement and achievements, further data needs to be collected. If level 5-7 UG pharmacy students also benefit from this approach and if CATen teaching enhances students’ employability skills still needs to be explored.

References:

(1) Debevec K et al. (2006). Journal of Research on Technology in Education, 38: 293-307.

(2) Gopal T et al. (2010) Computers & Education, 55: 500-512.

(3) McKendree J (2010). In: Swanwick T (ed). Understanding Medical Education Evidence, Theory and Practice. Wiley-Blackwell: Oxford UK, pp.151-163.