5.6. Simulations of Pharmacological Experiments on the Guinea Pig Ileum 6.3Teaching and Learning Case Studies 6.3.1 Timetabled Class and Practical - University of Wales, Cardiff The study of the isolated guinea pig ileum at Cardiff took place during the first few weeks of the Autumn Term and was therefore one of the first areas of work undertaken by the students after beginning their undergraduate course. Each group of students was split into two and the CAL package was available during a time-tabled class, for two consecutive weeks, allowing three hours study time in total per student, with extra time available for independent study after this. A member of academic staff was in attendance at all CAL sessions to offer help when required. Students were issued with screen shots of selected pages from the package to help them both during the time-tabled session and afterwards as an aide-memoir. A week later, the students undertook an associated "wet practical" where they carried out the live experiment that the package simulates. The CAL program here serves as a rehearsal for the live practical but additionally as a way of providing background theory and anatomy ahead of time. The pre-test and pre-test questionnaire were undertaken immediately before the package was studied. The post test was delayed until the week following the wet practical, as this was an integral part of the teaching method. The timing of this evaluation, beginning in the second week of term, was very similar to the Nomenclature package detailed in section 5 and the levels of computer confidence appear to be quite similar too. 93% of the students had used a computer before and 90% had used a mouse. A similar pattern of current usage was also evident with 53% of students responding that they used a computer "Less than once a month". As mentioned in the previous study this is almost certainly due to the fact that the students had just begun their undergraduate course. When asked about their feelings about using a computer today, over 70% described themselves as "Comfortable" or " Fairly Comfortable". The pre and post test questionnaires again included a question about levels of subject confidence. The following graphs in figure 5 display the results for these indicators and show clearly that there was a marked increase in confidence, with only 4% indicating that they felt the same amount of confidence or less in the subject as they did beforehand. It must be remembered, however, that the post test was administered after the practical and the CAL and therefore this represents confidence levels based upon the overall teaching episode and not just the CAL component. Nevertheless, they show that students' perceptions of their abilities and learning have increased significantly. FIGURE 5: LEVELS OF CONFIDENCE IN SUBJECT click on image to see larger version The pre and post test scores have been analysed using a paired t test and the results are set out in table 9: TABLE 9: PRE AND POST TEST SCORES AT CARDIFF (N=96) PRESCORE Range 0 - 10 POSTSCORE Range 0 - 10 t VALUE 2 TAILED P S.E.M 2.5625 5.3125 -14.16 .000 .194 The paired t test results show that there is a significant difference between the pre-test scores and the post test scores and that the students have increased their mean scores. It is important to reiterate the fact that these results account for the total learning situation of which the PCCAL package was one element. Nevertheless we can see that, according to the indicators used, this learning method of a timetabled session using the Guinea Pig Ileum package plus support material, followed by a live practical class appears to be very effective in increasing student learning. Students were asked on the post test questionnaire how long they had spent working on the package. Figure 6 below shows the results of this for Cardiff. 45% of respondents stated that they spent between 3 and 5 hours on the pack age with almost as many (42%) spending between 2 and 3 hours. Those that spent over 3 hours obviously had enough commitment and interest to spending additional time beyond the time-tabled class. The following questionnaire response shows one of the real benefits of self directed learning: "I'm a slow worker! So the package was good as it let me work at my own pace! This person spent 5 hours on the package! FIGURE 6: TIME SPENT WORKING ON THE PACKAGE click on image to see larger version The observation record in table 10 below shows that there were very few requests for help during the CAL session although some of the discussion with neighbours will also have been requests for help. This is supported by questionnaire responses which showed that only 33% of students asked for help, including those that asked a friend or person near them. Of those requesting help the majority (60%) only needed help once. This was the first time these students had encountered any PCCAL packages, the subject area was new to them and yet they appear to have been able to study the package with very little external input. This is also demonstrated by the low number of instances where other aids were used to support learning. TABLE 10: OBSERVATION DATA - CARDIFF OBSERVATION NUMBER OF COUNTS Requests for help 10 Discussion with neighbour(s) 71 Use of other aids or support materials: Calculator Own Notes 13 3 Taking notes 759 Leaving without returning to room 0 Negative statements or behaviour 0 Positive statements or behaviour 4 The observation data also indicates that taking notes was a major activity carried out whilst students were working. During one of the discussion groups at Cardiff, the students commented on how helpful the screen shots they were given were when taking notes: "They were really good to give you something to come out with at the end." - Discussion group "Instead of actually having to go back to the computer to check a point, you could write your own notes on it - I've got pencil scribbles all over mine rather than writing it on something else. You've got the whole thing together" - Discussion group This was also in evidence on the questionnaires: "The handouts were very useful because it helped to identify the most important aspects of the package" - Questionnaire response One area that did appear to cause some problems was the amount of time available. There were a large number of comments about this on questionnaires and in particular, that they could expect to finish in the available time-tabled time. "I feel that I would have been able to retain more information had I spent a longer time working on the package" - Questionnaire response This is surprising given the fact that they had a large amount of time-tabled time available. It is probably a reflection of the size of the package and the amount of information in it, although it may also reflect a need for greater emphasis on expectations at the start of the CAL session to ensure students are aware of the size of the package and approximately how long it will take to work through the relevant sections. In fact, as was shown in figure 6 showing time spent on the package, the students at Cardiff spent longer on the package generally than those at the other universities. This is linked to earlier findings on the Nomenclature study where the guidelines for using the package could be improved to assist in study methods." In conclusion, the teaching methods employed in this study appear to have been very beneficial to the students in terms of learning outcomes, confidence and learning strategies. The combination of CAL, a practical and a handout containing screen shots has combined to increase student learning and confidence. Some minor adjustments to the introduction to the CAL sessions would help to eradicate areas where students experienced some problems, such as expectations about the length of the package and study time required .