Comparison of Naive and Experienced Students

COMPARISON OF NAIVE AND EXPERIENCED STUDENTS OF ELEMENTARY PHYSIOLOGY ON PERFORMANCE IN AN ADVANCED COURSE. D.R. Richardson. University of Kentucky, Lexington, KY 40536-0298.

The purpose of this study was to determine if, in comparison to naīve students, experienced students who have completed an elementary physiology course: 1) have a greater knowledge level of physiology; and 2) perform better in an upper division physiology course. The educational setting for this study was the cardiovascular block of an advanced undergraduate level course entitled, "Principles of Human Physiology" (PGY 412). The study employed students who had completed elementary physiology (PGY 206) at the University of Kentucky (Group 1), students who had completed elementary physiology in another academic program (Group 2), and naīve students with no prior physiology experience (Group 3). A cardiovascular pre-test was presented on the opening session of the cardiovascular block in PGY 412. Respective scores for the three groups were 29.4%, 31.7% and 24.1% and there were no significant between-group differences. Respective scores on the same pre-test items given as a post-test at the end of the cardiovascular block were 90.4%, 91.4% and 90.4%, and, again, there were no significant between-group differences. Respective scores on other cardiovascular test items given at the end of the block were 78.9%, 78.7% and 81.1%. Interestingly, the highest score here was achieved by the naīve students (Group 3), but, once again, between-group differences were not significant. In summary, based on pre-test/post-test examination of cardiovascular physiology between naīve and experienced students, the results of this study indicate: 1) that the common assumption that students entering advanced level physiology courses have a significant retention of knowledge from elementary physiology is not valid; and 2) that completion of an elementary physiology course does not offer an advantage in learning advanced material.

Adv. Physiol. Educ., 23:91-95, 2000.

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