The spirometry-based active learning lab produced the largest performance gain on questions about the hallmarks of restrictive and obstructive respiratory diseases¶
Claim · All claims
Evidence · 1 study · causalr1·q3
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i? Test sections significantly outperformed control sections on hallmarks of restrictive and obstructive diseases questions (77.5% vs 57.2%, p<0.005), a roughly 20-point difference. → Wolf et al. 2015
Evidence¶
Wolf et al. 2015¶
Alex M. Wolf, Carlos Liachovitzky & Abass S. Abdullahi. (2015). Active Learning Improves Student Performance in a Respiratory Physiology Lab. Journal of Curriculum and Teaching, 4(1). http://dx.doi.org/10.5430/jct.v4n1p19
q3 · i? · causal · r1
Midterm exam comparison between test (n=73) and control (n=76) sections on disease-concept questions. Test sections scored "77.5±12.7%" versus "57.2±12.2%", p<0.005, the largest difference among the three measured concepts; no effect size was printed.
"on the hallmarks of restrictive and obstructive diseases (Test: 77.5±12.7%, Control: 57.2±12.2%, p<0.005), the test sections performed significantly better than the control sections."
Discussion¶
Related Claims¶
- Within test sections, students performed significantly better on spirometry concepts than on other midterm concepts when data were pooled across semesters — a broader claim this one bears on
- A spirometry-based active learning lab improved community college students' performance on respiratory volumes questions relative to control sections — related
- The active learning lab did not significantly improve performance on the volume-pressure-airflow relationship concept — related
- Overall midterm performance did not differ significantly between test and control sections, presumably because respiratory concepts were a small share of the exam — related
- Student perceptions of understanding correlated poorly with actual exam performance across concepts — related
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