Using iWorx 214 System to Stimulate Innovative Learning in a Medical Science Laboratory

Feng Feng ., April Horstman-Reser ., Mary Lee Lusby


From traditional lecture and lab teaching to computerbased
activities, technological advances have been applied to
health care sciences education in an effort to enhance student
learning. As educators, we facilitate the students’ journey
towards independent learning in accordance with current
standards in science pedagogy, but must also help students learn
how to use technologies in order to seek, organize, analyze, and
apply information appropriately. We implemented iWorx which
provides computerized data recording and analysis using multiple
transducers into the anatomy and physiology course to meet the
pedagogical objective of providing students with active learning
exercises that extend beyond topics covered in the lecture portion
of the course, while circumventing problems encountered when
creating an introductory-level medical science lab. We found that
performing simple activities such as ECG, EEG, EMG, and
spirometry by using iWorx increases students’ comfort levels,
knowledge and experience levels, and interest levels of laboratory
related skills. We observed these increases, which were
demonstrated in comparisons between scores in students’ lab
activities, while using iWorx especially when students were
applying the scientific method to physiological issues, using
computer-based laboratory equipment, and demonstrating
knowledge of scientific methodologies. Designing hands-on
learning and new kinesthetic activities improves conceptual
learning in cardiovascular, neurological, muscular, and
respiratory physiology in the lectures. The student relative lab
practical scores improved significantly. Pedagogical objectives
can be met in an overwhelmingly positive lab experience for
students when health sciences faculty use computer-based


education, computer-based technology, iWorx, anatomy and physiology

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