Abstract
Background:
High impact practices (HIP) are course activities designed to include one or more of the following: service learning, e-portfolios, capstone, collaborative teaching, internships (clinical practicums), study abroad, writing intensive and research. When teaching strategies intentionally use HIPs, student engagement and academic accomplishments are increased.1 The purpose of this project was to identify HIPs, assess evidence of student learning and consider student feedback in respiratory courses where HIPs are used. Northern Kentucky University IRB approved this project, #1828.
Methods:
HIP principles were included in: Cardiopulmonary Pathophysiology, Respiratory Capstone, Introduction to Respiratory Critical Care, Pharmacology I. The variables observed were course organization, assignment development, summative scores, and student feedback.
Results:
In Cardiopulmonary Pathophysiology, the final average was B+ when HIPs were used (2022) compared to B when they were not (2017). The HIPs were chapter self-assessments, real world problem group research project, and daily student learning outcomes. In Respiratory Care Capstone, the final average was A when HIP strategies were used (2022), and the same when they were not (2019). In 2022, every Capstone abstract was accepted to NKU’s Celebration of Student Research/Creativity. Four of the top 12 ranking abstracts (n = 76) were by respiratory students. In Introduction to Respiratory Critical Care, the final average in 2022 was B+ when more HIPs were implemented. This was the same as 2019, 2020, and 2021, when HIP strategies were not used. Final exam grades increased 8% in 2022 when format was changed to essay, scenario-based instead of multiple choice. Feedback was very positive with more hands-on and clinical applications added to classroom activities. In Pharmacology I, the final average was B when HIPs were used (2020) compared to C when they were not (2019). Upon student request, a more comprehensive self-assessment study tool was implemented in 2020, StudyMate2 games. Students felt it helped their learning and complemented in-class verbal quizzes, study guides, and recorded lectures.
Conclusions:
More data is needed to confirm academic improvement when HIPs are implemented in respiratory courses. In the courses listed, there was evidence of positive feedback, improved engagement, and increased scores when HIPs were used. </br> References 1. HIP (High Impact Practices) 2021. Salem Press Encyclopedia. 2. StudyMate https://web.respondus.com/he/studymate/
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