You are here:

Active Learning Improves Student Performance in a Respiratory Physiology Lab

, ,

Journal of Curriculum and Teaching Volume 4, Number 1, ISSN 1927-2677


This study assessed the effectiveness of the introduction of active learning exercises into the anatomy and physiology curriculum in a community college setting. Specifically, the incorporation of a spirometry-based respiratory physiology lab resulted in improved student performance in two concepts (respiratory volumes and the hallmarks of respiratory diseases) but not a third (the relationship between volume, pressure and airflow). Anonymous post-lab surveys indicated that the modification increased student's interest in the subject and encouraged interactive learning as well as the use of technology in the classroom. However, although test sections outperformed control sections in the lab midterm, the difference was statistically insignificant, presumably due to the fact that respiratory concepts only accounted for less than 20% of the exam.


Wolf, A.M., Liachovitzky, C. & Abdullahi, A.S. (2015). Active Learning Improves Student Performance in a Respiratory Physiology Lab. Journal of Curriculum and Teaching, 4(1), 19-29. Retrieved October 2, 2022 from .

This record was imported from ERIC on January 9, 2019. [Original Record]

ERIC is sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.

Copyright for this record is held by the content creator. For more details see ERIC's copyright policy.