When Traditional Teaching Leaves Your Head Spinning: A New Interactive Online Learning Module on the Vestibular System
Bibliographic record
Abstract
The objective of our project was to create an interactive multimedia learning module on the anatomy and physiology of the vestibular system. Classroom instruction and textbook reading on the vestibular system is inherently challenging—the vestibular system comprises complex, interrelated organs of the inner ear whose unique cellular and gross anatomy must be conceptually visualized to understand its dynamic, 3‐D physiological functions. To address these challenges, we developed innovative online learning modules on the anatomy of the vestibular apparatus and the physiology of sensory transduction by the vestibular organs. The modules synthesize original visuals and animations with interactive schematics to tell the story of how vestibular organs transform head movements into neural schemas of balance and equilibrium. These modules serve as a complementary resource to curricular content for students in health professional programs. Complementing these modules is a high‐quality video on the anatomy and physiology of the vestibular system. This video uses intuitive visuals, animations, and high resolution filming of the bony structures in the temporal bone. Together, these resources provide an open education resource on the anatomy and physiology of the vestibular system for understanding of students and faculty around the world. Critical feedback on the “Vestibular System” Learning Module was obtained with a Student Experience Survey on SurveyMonkey. From March 1 to December 1, 2017, a total of 100 respondents completed the post‐module feedback survey. This survey was used to solicit feedback about the module and determine if learners preferred this interactive online module to other learning resources on the vestibular system. Survey respondents agreed the module was logically presented (98%), enriched their understanding of the vestibular system (98%), is relevant to their learning (99%), and covered core concepts adequately (98%). After completing the module, 85% of learners felt confident they could explain the vestibular anatomy and physiology to someone else, and 97% planned to revisit this module as a study aid. Importantly, learners preferred our learning module (67% of respondents) over other resources to prepare for academic examinations, such as class lectures (52%), textbook readings (24%), or other online resources (39%). The overwhelmingly positive survey response and self‐reported preference for our online module for exam studying demonstrates a proof of concept that interactive online learning resources can complement and augment traditional classroom and textbook pedagogy on the Vestibular System. This abstract is from the Experimental Biology 2018 Meeting. There is no full text article associated with this abstract published in The FASEB Journal .
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.003 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.001 |
| Bibliometrics | 0.001 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.001 | 0.002 |
| Open science | 0.001 | 0.002 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.023 | 0.007 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".