Introducing and validating DramaZoom as a teaching tool for diverse student populations.

IF 1.7 4区 教育学 Q2 EDUCATION, SCIENTIFIC DISCIPLINES
Advances in Physiology Education Pub Date : 2025-06-01 Epub Date: 2025-02-18 DOI:10.1152/advan.00212.2023
Helena Carvalho, Patricia A Halpin, Elke Scholz-Morris, Rosa de Carvalho, Daniel Contaifer
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引用次数: 0

Abstract

Dramatization, a teaching method where each student acts out or mimics a cell or body parts while the entire group represents the physiological process was adapted to produce original teaching videos paired with a pretest that activates memory and a posttest to prevent misconceptions. Three physiology instructors collaborated on Zoom to create six DramaZoom videos (Dramatization via Zoom) focused on hormone signaling with negative feedback in different contexts. In these videos, each instructor personalizes a different part of an organ system or a physiological process, which allows the visualization of complex concepts in endocrinology. DramaZoom videos utilize theater, personification, and humor to represent physiological processes in a fun and creative way that facilitates students to learn and remember the content. Our goal was to introduce DramaZoom videos as an original teaching tool and present evidence of its efficacy on student learning. We analyzed the impact of DramaZoom videos on students' knowledge acquisition at three distinct levels (1st year medical students, 3rd and 4th year undergraduate science students, and 1st year undergraduate nursing students) and investigated whether the mode of delivery of the videos (face to face during regular classroom teaching or asynchronous in a virtual classroom) affected student learning. Our data show that knowledge in all three student groups improved significantly after viewing DramaZoom videos independently of the mode of delivery. Our data indicate that DramaZoom videos combined with memory activation due to the pretest are an effective tool to instruct this cohort of students regardless of level and delivery mode.NEW & NOTEWORTHY DramaZoom is a teaching tool paired with a pretest to activate memory. It promotes learning for both medical students and undergraduate students with different majors in the study cohort. DramaZoom creates an opportunity for a fun learning experience that promotes knowledge gain in physiology regardless of whether the teaching setting is face to face or completely virtual. Future research will be done to investigate the long-term retention of content.

引入和验证DramaZoom作为不同学生群体的教学工具。
戏剧化是一种教学方法,每个学生表演或模仿一个细胞或身体部位,而整个小组代表生理过程。1-4被改编成制作原创教学视频,并搭配激活记忆的前测和防止误解的后测。三位生理学讲师在Zoom上合作制作了六个DramaZoom视频(通过Zoom的戏剧化),重点关注不同环境下的激素信号和负反馈。在这些DramaZoom视频中,每个讲师都针对器官系统或生理过程的不同部分进行个性化讲解,从而使内分泌学中的复杂概念可视化。DramaZoom视频利用戏剧、拟人化和幽默,以有趣和创造性的方式表现生理过程,促进学生学习和记忆内容。我们的目标是将DramaZoom视频作为一种原始的教学工具,并展示其对学生学习效果的证据。我们分析了DramaZoom视频对三个不同层次(一年级医科学生、三至四年级理科本科生和一年级护理本科生)学生知识获取的影响,并调查了DramaZoom视频的传递模式(在常规课堂教学中面对面,或在虚拟课堂中异步)是否影响学生的学习。我们的数据显示,在观看了DramaZoom的视频后,这三个学生群体的知识都有了显著的提高。综上所述,我们的数据表明,无论水平和传递方式如何,DramaZoom视频结合预测试的记忆激活是指导这群学生的有效工具。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
CiteScore
3.40
自引率
19.00%
发文量
100
审稿时长
>12 weeks
期刊介绍: Advances in Physiology Education promotes and disseminates educational scholarship in order to enhance teaching and learning of physiology, neuroscience and pathophysiology. The journal publishes peer-reviewed descriptions of innovations that improve teaching in the classroom and laboratory, essays on education, and review articles based on our current understanding of physiological mechanisms. Submissions that evaluate new technologies for teaching and research, and educational pedagogy, are especially welcome. The audience for the journal includes educators at all levels: K–12, undergraduate, graduate, and professional programs.
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