Abstract
A method of teaching physiology that involved instant feedback on quizzes and in-class activities in lieu of homework was compared to more traditional instruction including homework. The comparison was conducted in an undergraduate biomedical engineering course. Results demonstrated no significant difference in exam scores for the two groups, calling into question the utility of homework as a learning activity for physiology instruction. The results of the experiment may have been affected by the terrorist attacks of Sept 11, 2001.
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