Use of LabTutor improves student engagement and achievement in ECG and EEG practical classes

Research output: Contribution to conferencePoster

3 Downloads (Pure)

Abstract

When students are being taught physiological measurement techniques, they may find it difficult to stay enthused and engaged when trying to perform such novel/complex tasks. Problems with equipment setup, calibration, and perceiving relevance to real-life situations can mean that students become disheartened, overwhelmed or fail to understand the point of the exercise. This may be common where students are drawn from a variety of disciplines. The LabTutor computer-based system (AD Instruments, NZ) provides step-by-step instructions for the students to help learn such techniques. Patient cases are integrated into the practical tasks. Practical results and student answers may be uploaded electronically for instructor marking later. This study aimed to discover whether use of LabTutor could improve student engagement and achievement in practical classes. Two different classes were studied - one teaching basic measurement/interpretation of EEG's (n = 32 in 2013-14 and 39 in 2014-15), and the other ECG's (n = 39 in 2013-14 and 46 in 2014-15). The EEG class was composed of students studying anatomy or neuroscience. The ECG class was composed of students studying physiology or sports science. Students could leave the class when they felt they had completed the assigned work satisfactorily. In 2013-14, equipment setup/technique was demonstrated at the start of the class, with paper-based instructions and submitted practical answers. In 2014-15, students followed the computer-based scenario/instructions provided by LabTutor, submitting their answers electronically. The mark achieved by students and time spent completing the exercise was recorded. Use of LabTutor produced extremely significant increases in both the mark achieved by students and the time spent voluntarily in completing the practical tasks in both classes (P< 0.001, Mann-Whitney test). EEG class duration increased from 82.9±2.8 min to 109.7±2.0 min, and grade increased from 67.4±1.8 % to 90.6±1.3 %. ECG class duration increased from 148.7±3.48 min to 253.6±8.7 min, and grade increased from 68.2±1.1 % to 75.0±1.2 %. Error values represent standard error of the mean. Anonymised feedback from student course feedback questionnaires was overwhelmingly positive regarding use of LabTutor, compared to previous years' comments where some students felt overwhelmed when trying to learn such measurement techniques. LabTutor may improve student engagement and achievement when learning physiological measurement techniques. Integration of clinical scenarios enhances student appreciation of the activities. Staff reported that students of all backgrounds required less help and found it much easier to work through the tasks, with the focus being more on understanding concepts rather than getting equipment to work. Use of LabTutor may enable increased provision of practical skills training to a wider range of students.
Original languageEnglish
PagesPCA115
Number of pages1
Publication statusPublished - 2016
EventPhysiology 2016 - Dublin Convention Centre, Dublin, Ireland
Duration: 1 Apr 2016 → …

Conference

ConferencePhysiology 2016
CountryIreland
CityDublin
Period1/04/16 → …

Fingerprint

student
instruction
sports science
scenario
physiology
life situation
neurosciences
instructor
staff
interpretation
questionnaire
Teaching
learning
Values

Keywords

  • LabTutor
  • practical skills
  • practical class
  • student
  • assessment
  • EEG
  • ECG
  • education
  • physiology

Cite this

Scott, D. A. (2016). Use of LabTutor improves student engagement and achievement in ECG and EEG practical classes. PCA115. Poster session presented at Physiology 2016, Dublin, Ireland.

Use of LabTutor improves student engagement and achievement in ECG and EEG practical classes. / Scott, Derek Anthony.

2016. PCA115 Poster session presented at Physiology 2016, Dublin, Ireland.

Research output: Contribution to conferencePoster

Scott DA. Use of LabTutor improves student engagement and achievement in ECG and EEG practical classes. 2016. Poster session presented at Physiology 2016, Dublin, Ireland.
@conference{8bcfd1e0d9aa4b3eba8d617deb5dfc54,
title = "Use of LabTutor improves student engagement and achievement in ECG and EEG practical classes",
abstract = "When students are being taught physiological measurement techniques, they may find it difficult to stay enthused and engaged when trying to perform such novel/complex tasks. Problems with equipment setup, calibration, and perceiving relevance to real-life situations can mean that students become disheartened, overwhelmed or fail to understand the point of the exercise. This may be common where students are drawn from a variety of disciplines. The LabTutor computer-based system (AD Instruments, NZ) provides step-by-step instructions for the students to help learn such techniques. Patient cases are integrated into the practical tasks. Practical results and student answers may be uploaded electronically for instructor marking later. This study aimed to discover whether use of LabTutor could improve student engagement and achievement in practical classes. Two different classes were studied - one teaching basic measurement/interpretation of EEG's (n = 32 in 2013-14 and 39 in 2014-15), and the other ECG's (n = 39 in 2013-14 and 46 in 2014-15). The EEG class was composed of students studying anatomy or neuroscience. The ECG class was composed of students studying physiology or sports science. Students could leave the class when they felt they had completed the assigned work satisfactorily. In 2013-14, equipment setup/technique was demonstrated at the start of the class, with paper-based instructions and submitted practical answers. In 2014-15, students followed the computer-based scenario/instructions provided by LabTutor, submitting their answers electronically. The mark achieved by students and time spent completing the exercise was recorded. Use of LabTutor produced extremely significant increases in both the mark achieved by students and the time spent voluntarily in completing the practical tasks in both classes (P< 0.001, Mann-Whitney test). EEG class duration increased from 82.9±2.8 min to 109.7±2.0 min, and grade increased from 67.4±1.8 {\%} to 90.6±1.3 {\%}. ECG class duration increased from 148.7±3.48 min to 253.6±8.7 min, and grade increased from 68.2±1.1 {\%} to 75.0±1.2 {\%}. Error values represent standard error of the mean. Anonymised feedback from student course feedback questionnaires was overwhelmingly positive regarding use of LabTutor, compared to previous years' comments where some students felt overwhelmed when trying to learn such measurement techniques. LabTutor may improve student engagement and achievement when learning physiological measurement techniques. Integration of clinical scenarios enhances student appreciation of the activities. Staff reported that students of all backgrounds required less help and found it much easier to work through the tasks, with the focus being more on understanding concepts rather than getting equipment to work. Use of LabTutor may enable increased provision of practical skills training to a wider range of students.",
keywords = "LabTutor, practical skills, practical class, student, assessment, EEG, ECG, education, physiology",
author = "Scott, {Derek Anthony}",
year = "2016",
language = "English",
pages = "PCA115",
note = "Physiology 2016 ; Conference date: 01-04-2016",

}

TY - CONF

T1 - Use of LabTutor improves student engagement and achievement in ECG and EEG practical classes

AU - Scott, Derek Anthony

PY - 2016

Y1 - 2016

N2 - When students are being taught physiological measurement techniques, they may find it difficult to stay enthused and engaged when trying to perform such novel/complex tasks. Problems with equipment setup, calibration, and perceiving relevance to real-life situations can mean that students become disheartened, overwhelmed or fail to understand the point of the exercise. This may be common where students are drawn from a variety of disciplines. The LabTutor computer-based system (AD Instruments, NZ) provides step-by-step instructions for the students to help learn such techniques. Patient cases are integrated into the practical tasks. Practical results and student answers may be uploaded electronically for instructor marking later. This study aimed to discover whether use of LabTutor could improve student engagement and achievement in practical classes. Two different classes were studied - one teaching basic measurement/interpretation of EEG's (n = 32 in 2013-14 and 39 in 2014-15), and the other ECG's (n = 39 in 2013-14 and 46 in 2014-15). The EEG class was composed of students studying anatomy or neuroscience. The ECG class was composed of students studying physiology or sports science. Students could leave the class when they felt they had completed the assigned work satisfactorily. In 2013-14, equipment setup/technique was demonstrated at the start of the class, with paper-based instructions and submitted practical answers. In 2014-15, students followed the computer-based scenario/instructions provided by LabTutor, submitting their answers electronically. The mark achieved by students and time spent completing the exercise was recorded. Use of LabTutor produced extremely significant increases in both the mark achieved by students and the time spent voluntarily in completing the practical tasks in both classes (P< 0.001, Mann-Whitney test). EEG class duration increased from 82.9±2.8 min to 109.7±2.0 min, and grade increased from 67.4±1.8 % to 90.6±1.3 %. ECG class duration increased from 148.7±3.48 min to 253.6±8.7 min, and grade increased from 68.2±1.1 % to 75.0±1.2 %. Error values represent standard error of the mean. Anonymised feedback from student course feedback questionnaires was overwhelmingly positive regarding use of LabTutor, compared to previous years' comments where some students felt overwhelmed when trying to learn such measurement techniques. LabTutor may improve student engagement and achievement when learning physiological measurement techniques. Integration of clinical scenarios enhances student appreciation of the activities. Staff reported that students of all backgrounds required less help and found it much easier to work through the tasks, with the focus being more on understanding concepts rather than getting equipment to work. Use of LabTutor may enable increased provision of practical skills training to a wider range of students.

AB - When students are being taught physiological measurement techniques, they may find it difficult to stay enthused and engaged when trying to perform such novel/complex tasks. Problems with equipment setup, calibration, and perceiving relevance to real-life situations can mean that students become disheartened, overwhelmed or fail to understand the point of the exercise. This may be common where students are drawn from a variety of disciplines. The LabTutor computer-based system (AD Instruments, NZ) provides step-by-step instructions for the students to help learn such techniques. Patient cases are integrated into the practical tasks. Practical results and student answers may be uploaded electronically for instructor marking later. This study aimed to discover whether use of LabTutor could improve student engagement and achievement in practical classes. Two different classes were studied - one teaching basic measurement/interpretation of EEG's (n = 32 in 2013-14 and 39 in 2014-15), and the other ECG's (n = 39 in 2013-14 and 46 in 2014-15). The EEG class was composed of students studying anatomy or neuroscience. The ECG class was composed of students studying physiology or sports science. Students could leave the class when they felt they had completed the assigned work satisfactorily. In 2013-14, equipment setup/technique was demonstrated at the start of the class, with paper-based instructions and submitted practical answers. In 2014-15, students followed the computer-based scenario/instructions provided by LabTutor, submitting their answers electronically. The mark achieved by students and time spent completing the exercise was recorded. Use of LabTutor produced extremely significant increases in both the mark achieved by students and the time spent voluntarily in completing the practical tasks in both classes (P< 0.001, Mann-Whitney test). EEG class duration increased from 82.9±2.8 min to 109.7±2.0 min, and grade increased from 67.4±1.8 % to 90.6±1.3 %. ECG class duration increased from 148.7±3.48 min to 253.6±8.7 min, and grade increased from 68.2±1.1 % to 75.0±1.2 %. Error values represent standard error of the mean. Anonymised feedback from student course feedback questionnaires was overwhelmingly positive regarding use of LabTutor, compared to previous years' comments where some students felt overwhelmed when trying to learn such measurement techniques. LabTutor may improve student engagement and achievement when learning physiological measurement techniques. Integration of clinical scenarios enhances student appreciation of the activities. Staff reported that students of all backgrounds required less help and found it much easier to work through the tasks, with the focus being more on understanding concepts rather than getting equipment to work. Use of LabTutor may enable increased provision of practical skills training to a wider range of students.

KW - LabTutor

KW - practical skills

KW - practical class

KW - student

KW - assessment

KW - EEG

KW - ECG

KW - education

KW - physiology

UR - http://www.physoc.org/proceedings/abstract/Proc%20Physiol%20Soc%2037PCA115

M3 - Poster

SP - PCA115

ER -