Abstract
We are studying several questions related to the use of physiologic simulation as teaching tools. Working in the context of actual laboratory instruction in a Medical Physiology course, we have defined a model for testing the efficacy of physiologic simulation for teaching. It was applied to the teaching of complex, quantitative electrophysiologic concepts. A pre-test/post-test paradigm showed that participation in a simulation lab can produce a highly significant improvement on an achievement test. Evaluation of the impact of a simulation session in acid-base physiology by comparing performance on a regular course examination between those who did or didn't attend this session showed no difference in achievement. We also describe efforts to extend a research-oriented simulation environment to educational research and practice by providing new features for controlling the learner's interaction. Further, the development of a suite of simulations for electrophysiology is outlined.
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Selected References
These references are in PubMed. This may not be the complete list of references from this article.
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