García-Vázquez Francisco A, Romar Raquel, Gadea Joaquín, Matás Carmen, Coy Pilar, Ruiz Salvador
Group of Veterinary Physiology Teaching Innovation, Department of Physiology, Faculty of Veterinary Science, University of Murcia , Murcia , Spain.
Institute for Biomedical Research of Murcia (IMIB-Arrixaca) , Murcia , Spain.
Adv Physiol Educ. 2018 Jun 1;42(2):215-224. doi: 10.1152/advan.00042.2017.
Over recent decades, education has increasingly focused on student-centered learning. Guided practices represent a new way of learning for undergraduate students of physiology, whereby the students turn into teacher-students and become more deeply involved in the subject by preparing and teaching a practical (laboratory) class to their peers. The goal was to assess the students' opinions about guided practices and how physiological parameters change during the activity. For this objective, two experiments were performed. First, a voluntary questionnaire on guided practices was completed by the students during 2 academic years. Students could also write a free text commentary. The positive answers obtained in the questionnaire and the free commentary responses point to the effectiveness of this methodology in students' minds. Negative aspects included the time spent preparing the activity, and the stress that students experienced in the teaching role. Second, information about how the teacher-students felt before teaching the practical class was self-reported, and physiological parameters related to stress (heart rate, pulse rate, blood pressure, arterial oxygen saturation, respiratory rate, and electrocardiogram recorded to evaluate R-R interval and heart rate variability) were measured immediately before and while the practical class was taught. This evaluation reported an increase in stress during the execution of the practice. In conclusion, despite a new and stressful situation, guided practices are of interest for the students as a learning tool and for the acquisition of skills that may be of use in their later professional lives.
在最近几十年里，教育越来越注重以学生为中心的学习。引导式实践为生理学本科学生提供了一种新的学习方式，通过这种方式，学生转变为师生角色，通过为同龄人准备并讲授一堂实践（实验）课，更深入地参与到该学科中。目的是评估学生对引导式实践的看法，以及在活动过程中生理参数是如何变化的。为了实现这一目标，进行了两项实验。首先，在两个学年中，学生们完成了一份关于引导式实践的自愿调查问卷。学生们还可以撰写自由文本评论。问卷中获得的肯定答案以及自由评论回复表明了这种方法在学生心目中的有效性。负面因素包括准备活动所花费的时间，以及学生在教学角色中所经历的压力。其次，自行报告了师生在讲授实践课之前的感受信息，并在讲授实践课之前和过程中立即测量了与压力相关的生理参数（心率、脉搏率、血压、动脉血氧饱和度、呼吸频率以及记录以评估R-R间期和心率变异性的心电图）。该评估报告称，在实践执行过程中压力有所增加。总之，尽管这是一种全新且有压力的情况，但引导式实践作为一种学习工具以及获取可能在他们未来职业生涯中有用的技能的方式，对学生来说是有吸引力的。
