Interdisciplinary Collaborative Learning as an Alternate to In‐person Laboratory Experiences for Exercise Science and Biology Undergraduate Students

Abstract

The COVID-19 pandemic caused major challenges to in-person undergraduate laboratory experiences, forcing instructors to find new methods for content delivery and skills development. A spring 2020 collaborative project examining maximal oxygen consumption, lactate threshold, and effects of caffeine consumption on maximal exercise performance paired Exercise Physiology students with Human Anatomy and Physiology (A&P) students to meet learning goals for both courses and to facilitate remote research skill development. The project replaced a hands-on A&P investigation that fulfills conceptual knowledge, data analysis, and communication learning goals and Exercise Science course-based undergraduate research experiences that meet conceptual knowledge and inquiry and analysis learning goals. 24 upper-level undergraduate Exercise Physiology students with VO2max and lactate threshold testing experience served as Consultants to upper-level undergraduate A&P students. A&P students (138 students; 9 laboratory sections) were divided into 31 groups of 4-5 students, with 1-3 groups assigned to each Consultant. Groups were intentionally structured to include a diversity of majors and GPAs. Students were provided with data collected in previous years. Consultants met with each group at least 3 times, serving as expert advisors to help A&P students: 1) understand VO2max and lactate threshold physiology, 2) understand VO2max and lactate threshold testing procedures, 3) develop a research question with appropriately-designed data comparisons and statistical tests, 4) analyze data from two conditions (caffeine and no caffeine), and 5) create appropriate figures, analyze results, and form conclusions based on data. The project successfully replaced a hands-on lab experience due to the Consultants’ prior experience conducting and analyzing data from maximal exercise tests, as well as developing research questions based on maximal exercise testing. Consultants provided A&P students with an additional resource for success and helped instructors manage their workload during the transition to emergency online instruction. A&P students indicated the project was generally successful, although they would have preferred in-person data collection experience and more direct supervision from instructors. Consultants indicated their previous experience with protocols and content was helpful, and teaching peers reinforced their understanding. Challenges included relative timing of instruction on fundamentals of exercise testing vs. data availability, scheduling conflicts, and the sudden move to remote learning. Interdepartmental collaborative projects that pair students with prior in-person data collection experience as Consultants for peers may provide a useful alternative to in-person labs because they reinforce Consultant understanding of procedures and data analysis, build peer understanding of procedures and data analysis, and manage instructor workload.