The Influence of Instructional Media in Physiology Practical Teaching on Students’ Conceptual Understanding

A videotaped demonstration was compared with a conventional laboratory experiment in physiology for first‐year pharmacy students. The experiment was designed as an exercise in the use of the scientific method. The class was divided into a control group who performed the experiment for themselves, and an experimental group who were given the demonstration and spent most of the time analysing and interpreting the data using a semi‐programmed report sheet. After the practical session all students wrote an essay‐type report. The short‐ and long‐term gains resulting from practical work were assessed using objective pre‐ and post‐tests of cognitive performance. An answer review was given to half of each treatment group after the first post‐test. The short‐term gains were very moderate and were not significantly different for the treatment groups. The long‐term gains were significantly higher for the subgroups given the test answer review. The essay report did not reinforce the gains from the practical experience. Formal assessment of laboratory work did not stimulate motivation and interest in practical work. The findings imply that the role of practical work in some aspects of physiology might usefully be reviewed