Fawver A L, Branch C E, Trentham L, Robertson B T, Beckett S D
Department of Physiology and Pharmacology, College of Veterinary Medicine, Auburn, Alabama.
Am J Physiol. 1990 Dec;259(6 Pt 3):S11-4. doi: 10.1152/advances.1990.259.6.S11.
This study compared interactive videodisc-simulated laboratories with two types of traditional labs: a traditional general cardiovascular physiology participation lab and a traditional fibrillation/positive pressure ventilation demonstration lab. The two laboratory sections (a total of 85 first-year veterinary medical students) were divided into 12 lab groups of 3-4 students per lab section. These groups were randomly assigned to either a traditional live animal laboratory or an interactive videodisc-simulated laboratory to compare the effectiveness and efficiency of these methods in teaching physiology. A 22-item, multiple-choice/short answer test was given to all students after the laboratories. In both the participation and the demonstration laboratories, there were no significant differences between group test scores of the interactive videodisc groups and the live animal laboratory groups, but there were differences in time spent by both students and instructors. It was concluded that the interactive videodisc-simulated lab was as effective as the traditional live-animal labs and was more time efficient than the traditional participation lab.
一个传统的心血管生理学综合参与实验室和一个传统的纤颤/正压通气演示实验室。两个实验室部分（共85名一年级兽医专业学生）被分成12个每组3 - 4名学生的实验室小组。这些小组被随机分配到传统的活体动物实验室或交互式视频光盘模拟实验室，以比较这些方法在生理学教学中的有效性和效率。在实验结束后，对所有学生进行了一次包含22个项目的多项选择题/简答题测试。在参与实验室和演示实验室中，交互式视频光盘组和活体动物实验室组的小组测试成绩之间均无显著差异，但学生和教师所花费的时间存在差异。研究得出结论，交互式视频光盘模拟实验室与传统的活体动物实验室一样有效，并且比传统的参与实验室更节省时间。
