Student perceptions of cardiovascular physiology module format in a preclinical medical science course

Abstract

AbstractPositive active learning outcomes require student engagement with foundational, preparatory material prior to class. The current study involved thorough updating of cardiovascular physiology module format. It then examined preclinical medical student perceptions, and midterm exam performance, after using different preparatory module formats that were reviewed prior to participating in interactive classroom sessions. Modules that were initially created in Articulate Storyline were updated in Articulate Rise360 and introduced over a 3-year period. Both module styles contained the same cardiovascular physiology content, but updated Rise360 modules presented content in multiple formats to capture a variety of student learning preferences and divided each concept into several smaller topics to maintain student attention. Although midterm exam performance remained unchanged, student evaluations revealed that the updated Rise360 modules were more helpful with fewer technical issues indicating that students preferred the interactive online modules to prepare for collaborative classroom exercises. Students find updated preparatory modules to be more helpful and may therefore be more likely to engage with them before class and ultimately lead to a more productive interactive classroom learning experience.