Practical classes allow students to experience hands-on techniques as well as reinforcing the theory taught in lectures and develop critical analysis skills. However, it is more often the case that the focus is on getting the equipment to work and collecting the data. This is compounded by students arriving at class ill-prepared having not read their laboratory notes and despite verbal instructions provided at the start of each class, it was evident that many students do not have a clear understanding of the procedures required. This can lead to student frustration, dampening enthusiasm for research and leaving little time for the consolidation of concepts and development of critical analysis skills. To improve student preparation I initiated a project with the department of pharmacology which used a blended learning approach to provide key information essential to the successful completion of the experiment prior to class. These pre-lab modules included a video that covers an introduction to the practical covering the relevant pharmacological theory, highlighting the safety issues that are present and the appropriate personal protective equipment (PPE) (eg lab coat) and other safety precautions and demonstrating how the equipment is used. These videos also served as a training tool for the demonstrators for each class thereby improving the quality of the teaching. The videos are then followed by questions, covering the safety and theory specific to the practical, which must be completed prior to the start of each class. We have observed that this blended learning approach has improved PPE compliance, and understanding of the experimental procedures and the underlying theory. Students report that the modules helped them feel more confident in performing the experiments in class and to be more effectively prepared for each class. They also spend more class time focused on a deeper understanding of theoretical concepts and critical analysis. Furthermore, students are watching the video and attempt the questions multiple times to enhance their understanding of the practical class, highlighting one of the advantages blending learning brings in allowing the student to control the pace of learning.
The issue:
Ideally laboratory (practical) classes provide students with hands-on experience, technical skills and practice in critical analysis as well as consolidating theoretical knowledge. They also deliver a key opportunity to introduce students to a community of practice, nurturing their interest and enthusiasm for research via exposure to the techniques used in pharmacological research and allows for discussions with the staff about the use of these techniques in their own research. However, difficulties in performing the experimental procedures due to lack of preparation and training can impede learning and lead to student frustration, a loss of motivation and a dampening of their enthusiasm for research.
It has often been the case in laboratory classes, especially in large classes, that the major focus is on getting the equipment to work and performing the technique correctly so as to be able to collect the data. If the students have difficulties mastering the techniques this leads to frustration and loss of engagement with the learning process. Furthermore, with the main focus on the technical aspects of each class, it leaves little time for the consolidation of complex pharmacological concepts and the development of critical analysis skills.
Previously in pharmacology practical classes, it was expected that students would read their laboratory notes prior to the class and arrive prepared. However, this was often not the case and students who came to class ill-prepared had difficulty understanding the procedures and techniques required. At the start of the class, the principal teacher would provide an introduction to the class, demonstrate the use of the equipment, the handling of the animals, tissues or cells to be used and cover any safety requirements. We observed that during this introduction, students weren’t always paying close attention to the instructions. Even with the demonstration of key techniques in front of a camera shared to screens around the room, it was hard for all students to see the details of the techniques. Furthermore, as procedures were only shown once, students couldn’t review them to ensure they understood exactly what they need to do in the class. This led to a lack of engagement and understanding during the class and the demonstrators subsequently spent much of their time answering technical questions from students regarding what they should be doing at each step of the process and how to accomplish this.
Our solution:
To address these issues we took a blended learning approach that moved the introduction for each class and the demonstration of the procedures to an online ‘pre-lab’ module. Each module incorporated high-quality instructional videos, which were designed and created in-house and accompanied by a series of questions to ensure students engage with the material presented in the video and the practical notes (Fig. 1). The modules also include questions that allow the students to practice calculations, such as drug dilutions, that will subsequently be used in the class. Adaptive feedback is provided to assist students who answer questions incorrectly, helping to personalise the learning experience. Students are required to successfully engage with the pre-lab modules and answer all questions correctly before they can start the class. As a consequence, all students now come prepared for class.
In total, 45 pre-lab modules have been developed for use in Pharmacology practical classes taught in courses across Science, Advanced Science, Medical Science, Medicinal Chemistry, Exercise Physiology, Medicine and Optometry programs. This initiative was started in semester 1, 2014, and pre-lab modules have been used for all pharmacology practical classes for 3 years.
Students have told us that they will watch the video multiple times until they understand what is required. This highlights one of the advantages that online learning brings by allowing the student to control the pace of learning, facilitating greater understanding. The teaching staff have also observed that the students will replay the video in the class to check details of more complicated procedures. For example, in a class using guinea-pig ileum in organ baths students have regularly been observed using a tablet or phone to watch the video while another student does the procedure. They would stop after each step and make comments like “show me what she does next” or “the next stitch is on the same side at the other end, right?”.
These pre-lab modules have been extremely successful in improving students’ engagement and enthusiasm for practical classes. For example, 13% of comments from CATEI feedback on PHAR3102 course improvements in 2013 were about the labs needing more direction and that the procedures were difficult to understand. In the years since the implementation of the pre-labs no comments of this type have been recorded and instead positive comments about the labs have increased.
The outcome of this blended learning approach has been a markedly improved understanding of the experimental procedures and enhanced comprehension of the underlying theory and critical analysis skills. The majority (80%) of students feel more confident in performing the experiments in class and >50% feel the pre-labs have allowed improved my understanding of pharmacological concepts (3rd year students Survey, 2014). The number of student questions about the technical procedures has substantially decreased, as has the number of students not completing the experiment in the time allowed. Staff have also reported that ‘…after implementation of the videos, they come into class and immediately get into the work. Not only does this mean practicals run more smoothly but also the students appear to be more engaged with intellectual discussion and answering problem solving questions related to the practical…” (Jayne Barbour, Casual Academic). We have also observed that students are more comfortable and skilled at performing calculations such as drug dilutions. For example; in one of the second-year classes the drug dilutions that prior to pre-lab module implementation in 2014 took the students more than 30 minutes to calculate and perform are now taking less than 10 minutes.
An international study surveying students from the UK, France and Australia (Hughes et al., 2010, ISBN: 0-9548751-8-4) reported that students ranked clear and easy to follow instructions, as the top feature of a good laboratory class followed by exciting/interesting laboratory class and very helpful staff. Not only have the pre-lab modules provided improved delivery of the instructions on how to perform the experiments but have had the additional benefit of being used by the demonstrator staff to brush up on the techniques they don’t use regularly and thereby has improved the quality of teaching provided to the students as our staff are better prepared. The high quality of laboratory class demonstrators is an aspect that the students appreciate and mention in the course CATEI surveys as one of the best features of Pharmacology courses. (PHAR3102 CATEI 2016, ‘…Demonstrators are very useful in the practicals and helped us a lot…’ PHAR2011 2015 ‘The demonstrators and tutors in the course were all really helpful, made the labs and tutorials clearer’)
Our use of pre-lab online modules and their success in improving student preparation and engagement in laboratory classes has been presented at a UNSW L&T connections seminar in 2014 and at the UNSW Learning and Teaching Forum, in 2015. As a consequence of the dissemination and success of our work, the Dept. of Physiology, School of Medical Sciences, UNSW, is now developing videos and pre-lab modules for their own laboratory classes. Furthermore, staff from the School of Public Health, UNSW and Dept. of Pharmacology, Auckland University have asked for copies of our modules to show their colleagues.
Pre-lab modules have improved students’ engagement and enthusiasm for the practical classes in Pharmacology, strengthening their research-integrated learning. The further embedding of this blended-learning approach has the potential to motivate and inspire student engagement in research across a broad range of disciplines.
Student Feedback
The feedback from students regarding the pre-lab modules has been overwhelmingly positive. The students report that they have improved their enjoyment and understanding of the practical classes. Student responses to the CATEI question ‘The best features of this course were:’ include comments about the pre-lab modules. Some examples are provided below:
PHAR2011 Introductory Pharmacology of Toxicology
2014
- The pre-labs. I enjoyed the videos which showed us what to expect in the labs. I found it more helpful than the traditional written method of getting student prepped for lab work
- The prelab videos are extremely helpful in understanding the labs; I actually think all our subjects should employ this, instead of asking us to do flowcharts etc. to understand the labs
2015
The prelab videos were the best thing in the world
PHAR3102 Molecular Pharmacology
2016
- the prelabs enhanced my learning experience as I was prepared for each lab.
- having to do preparation before the lab helped me improve my understanding of the experiments.
PHAR3101 Drug Design Discovery and Development
2014
Prelabs were good, allow the lab to flow efficiently
PHAR3202 Neuropharmacology
2014
The pract is helpful; especially the video pre-lab
PHAR3251 Clinical and Experimental Pharmacology
2016
The prelabs were actually helpful too
At the end of the first semester that pre-lab modules were implemented (S1, 2014) we employed a tailored survey to obtain students’ feedback in two third year courses (PHAR3251 & PHAR3102).
- 80% of 3rd year students surveyed strongly agreed with the statement ‘the modules helped me feel more confident in performing the experiments in class’;
- 82% strongly agreed with the statement ‘the modules helped me to be more effectively prepared for laboratory classes’;
- 57% strongly agreed with the statement ‘the modules improved my understanding of pharmacological concepts’;
- 59% found the combination of the video and quiz the most helpful resource in preparing for laboratory classes while less than 10% found reading the laboratory notes helpful. 19% found the videos alone the most helpful resource in preparing for laboratory classes and 9% perceived the quiz questions as the most helpful.
This innovative work was awarded the Vice-Chancellor’s Awards for Contributions to Student Learning in 2016.
