Teaching scientific inquiry in human reproductive biology through use of animal models: in vivo vs video

Scientific inquiry (SI) refers to the process practiced by researchers to develop scientific knowledge. A sound understanding of SI is considered essential to achieve scientific literacy. In biomedical professions, it is also important to develop an appreciation for the necessity and value of animal-based research. This study describes the introduction of a laboratory-associated assignment to encourage undergraduate students studying ‘Human Reproduction’ to develop a deeper understanding of SI, and enhance their awareness of animal-based research. We also investigated the effectiveness of online video resources to deliver part of the laboratory content, thereby introducing a blended learning experience. An assignment was designed in 2011 to complement a pre-existing pregnant rat dissection laboratory, and online video resources were introduced in 2013. Both student cohorts achieved similar grades for the assignment overall. Interestingly, students achieved significantly lower grades for the ‘Results’ section of the assignment compared to all other criterion (both cohorts P < 0.05) which may reflect difficulty in the data analysis component of SI. Student perception data, gathered by questionnaire, demonstrated that the students found the assignment interesting (2011: 95% in agreement; 2013: 94%), and intellectually stimulating (89 and 100% respectively). 62% of students revisited the videos to revise laboratory content. Overall, this study suggests that introducing the laboratoryassociated assignment led to a deeper understanding of SI, and enhanced student awareness of animal-based research. Furthermore, delivering part of the laboratory content by online videos did not compromise student achievement or engagement, and provided students with a useful revision tool.