In this webinar, Associate Professor Patricia Halpin (Chair of the Teaching Section of the American Physiological Society) discusses how she harnesses technology to engage her physiology students in an online clinical pathophysiology course.

Dr. Halpin has used technology to teach since 2000, and has published educational research in the fields of flipped teaching, dramatization, and asynchronous course delivery. In particular, her experience using online tools to teach third- and fourth-year students in an asynchronous clinical pathophysiology course was sparked by the COVID-19 pandemic, when teaching was moved online. Dr. Halpin shares how a focus on clinical cases, relating student’s learning to their career goals, and the incorporation of low-stakes quizzing led to positive student outcomes, with 72.7% of students finding the online learning platform used, Lt, effective in helping them learn their course material.

Key Topics Include:

  • Identify key knowledge and competencies for students in a clinical pathophysiology course.
  • Compare and contrast synchronous and asynchronous teaching modes.
  • Understand the benefits of clinical cases, real-life applications, and low-stakes quizzing for positive student outcomes.
  • Identify ways that you can vary your teaching to account for students with different academic backgrounds.
  • Understand how to incorporate technology into your teaching by starting small.
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Associate Professor of Biology & Biotechnology
Life Sciences
University of New Hampshire at Manchester

Patricia A. Halpin, PhD is an Associate Professor at the University of New Hampshire. She engages students in active learning through dramatizations, songs, debates & role playing. She is the Chair of the Teaching of Physiology Section of the American Physiological Society (APS) and serves on the Advisory Board for the APS Center for Physiology.

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