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PBL improves retention of exercise physiology.

Article Excerpt
Abstract

Performance on exam questions at the end of the course and one year later was compared in an exercise physiology course where students were taught using lecture or problem-based learning (PBL) approaches. Student perceptions were also assessed about the use of PBL. Application of knowledge scores were higher in the PBL group at the end of the term and one year later (18% and 65% respectively). Student perceptions about the use of PBL were positive. Compared to a traditional lecture format, using PBL in an undergraduate exercise physiology course improved students' responses on exam questions where they were asked to apply course material in both the short- and long-term.

Introduction

Several educators and researchers in a variety of disciplines have integrated problem-based learning (PBL) into traditional lecture-based undergraduate courses (Cliff & Wright, 1996; Edwards, Hugo, Gragg, & Peterson, 1999; Finch, 1999; Huang & Carroll, 1997; Kinkade, 2005; Lim & Chen, 1999; Niederman & Badovinac, 1999; Purdy, Benstead, Holmes, & Kaufman, 1999; Stern, 1997; Sullivan, Hitchcock, & Dunnington, 1999). The use of PBL changes the focus to a student-centered approach and is believed to develop problem-solving skills (Dalton, 1999; Lim & Chen, 1999). An underlying assumption to the problem-based approach is that students become responsible for their own learning while heightening motivation and integration of prior knowledge (Saarinen-Rahiika & Binkley, 1998).

Bloom's (1956) taxonomy of educational objectives domain identifies six aspects of learning, the first three being knowledge, comprehension and application. Because application requires the use of general principles to solve a problem, problem-based learning exercises can help students to apply their knowledge and comprehension to new situations (Carroll, 1998). Developing these skills are often objectives in upper level undergraduate courses, thus the use of PBL as an active learning strategy could foster skill development and student growth.

According to the cognitive learning theory model, the learner incorporates the new information into already existing networks of association (Svinicki, 1998). Students who engage in PBL could therefore strengthen knowledge structures through integration into the learner's long-term memory. There is limited information on the short and long-term benefits of the use of PBL to teach exercise physiology, as well as on student perceptions of the teaching strategy. Therefore, the purpose of this study was to compare student scores on exam questions aimed at assessing a) knowledge and comprehension and b) application of exercise physiology course content as well as to evaluate short- and long-term retention of concepts taught using PBL or traditional lectures. We also reviewed anonymous student comments on their perceptions of the use of PBL exercises in an undergraduate exercise physiology course.

Methods

All procedures were approved by the institution's Research Ethics Board and were in accordance with the tri-council policy for research involving human subjects. During the registration period, undergraduate students enrolled in a four-year kinesiology program...

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