Micro-modules for Interactive Learning and Flipped Classroom Learning of Physiology
Philip Hung, Sally Lo, Fiona Tang, Sek Ying Chair and Taylor Tang
In the nursing curriculum, our students need to study physiology for understanding the mechanisms of normal body function and the human response and adaptation to either internal and external changes. Indeed, being equipped with the physiological knowledge will help our students to study pathology, nursing care, health care and layout the care planning based on the physiological changes of patients. However, current eLearning materials have not been available commercially. This project aims to develop tailor-made micro-modules for explaining the complicated concepts and showing how the knowledge can be applied in some clinical examples. Four micro-modules were produced in the format of animated presentation with annotation and narration and applied in the flipped classroom learning and post-lecture learning material. The micro-modules were evaluated mainly by the scores in each interactive exercise, the survey and the focus-group interviews. The evaluation was focused on the acceptability of the micro-modules. A quantitative survey has been conducted to evaluate users’ satisfaction. Participants were invited to complete eleven 6-point Likert-type item for assessing their perception of those micromodules including the clarity, depth and length of the content. The results of the quantitative survey have demonstrated that they are satisfied with the clarity, depth and length of the content. They believed that those micro-modules are important in facilitating their learning in physiology. Moreover, they appreciated the interactive exercises in each micro-module. Physiology is a core subject in nursing and covers essential yet complex contents. The present micro-modules were helpful to support student learning. Moreover, those micro-modules can also be used by other courses offered in the Faculty of Medicine at The Chinese University of Hong Kong.