Perspectives of nonmajor undergraduate students on the impact of group discussions in learning physiology

• Published in: Advances in physiology education Vol. 47; no. 4; pp. 856 - 864
• Main Author: Asem, Elikplimi K.
• Format: Journal Article
• Language: English
• Published: Bethesda American Physiological Society 01.12.2023
• Subjects: Chemistry; College students; Educational Environment; Learning; Physiology; Teaching methods; Undergraduate Students
• ISSN: 1043-4046; 1522-1229
• DOI: 10.1152/advan.00030.2023

This article reports perspectives of nonmajor undergraduates about group discussions in learning physiology. Three teaching methods were used: traditional lecture alone (lecture), discussion alone (discussion), and combined lecture and discussion (lecture + discussion). Students rated lecture + discussion setting as the most conducive for learning. The rank order of student preference for learning environment was, first, lecture + discussion; second, lecture; and third, discussion. These opinions were similar irrespective of expected grades in the course. Enjoyment of the teaching/learning process and environment is important to students. A 3-year study (2017–2019) was conducted to obtain the views of nonmajor undergraduate students about discussions in learning physiology. The teaching methods used were lecture only (lecture), group discussion alone (discussion), and a combination of lecture and discussion (lecture + discussion). Students were assigned homework in a textbook, and they did not have access to textbook/notes during discussions. Under these conditions, 58% of students indicated that they learned best with lecture + discussion strategy, compared with 49% for lecture and 18% for discussion approaches. Remarkably, 61% of students said the discussion did not enhance learning; by comparison, 35% and 14% had the same views about lecture and lecture + discussion, respectively. Furthermore, if given the opportunity to choose a teaching/learning environment, 66% of students would select lecture + discussion, 33% would pick lecture, and only 6% would choose discussion setting. As many as 77% of students would reject the discussion setting if given the choice. The opinions of students were similar irrespective of their expected grades (whether A, B, or C); however, greater proportions of B or C students disliked discussion than A students. Thus, whereas 63% of A students disliked discussion, 81% of B students and 83% of C students disliked it. Also, 64% of students indicated that they would have been poorly prepared for classes without assigned homework. Essential outcomes of this study include undergraduates viewed the lecture + discussion setting as a supportive/desirable environment for learning physiology, and they consistently rated the lecture method higher than the discussion-only approach. Students did not relish learning physiology in a discussion-only setting. These findings may help in establishing teaching/learning environments from the student’s perspective. NEW & NOTEWORTHY This article reports perspectives of nonmajor undergraduates about group discussions in learning physiology. Three teaching methods were used: traditional lecture alone (lecture), discussion alone (discussion), and combined lecture and discussion (lecture + discussion). Students rated lecture + discussion setting as the most conducive for learning. The rank order of student preference for learning environment was, first, lecture + discussion; second, lecture; and third, discussion. These opinions were similar irrespective of expected grades in the course. Enjoyment of the teaching/learning process and environment is important to students.