ArticleCurrent research in physiology2025
Enhancing laboratory education through collaborative online international learning: A case study between USA and UK students.
Article in Current research in physiology, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 5 papers.
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Who cites it
5 citing papers in PubMed.
- Editorial: A global perspective on current research in physiology education.Current research in physiology · 2026Article
- Article
- Card games are effective tools to enhance foundation year health and safety inductions.FEBS open bio · 2025Article
- Enhancing career development for biomedical sciences Students: Leveraging simulations to support patient-facing careers.Current research in physiology · 2025Article
- Using digital escape rooms to enhance data analysis skills and student experience in a higher education human physiology module.Current research in physiology · 2025Article
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Authors and funding
3 authors.
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No grant is acknowledged in the PubMed record.
Abstract
Collaborative Online International Learning (COIL) has emerged in recent years as an effective and viable alternative to increase the international opportunities within taught curricula. Through recent innovations in online collaboration tools, and elevated demand for international opportunities, there has been a recent increase in the development of COIL opportunities globally across a range of health aligned disciplines. This style of learning has been described as positively contributing to the internationalisation of students and enhancement of their transferable skills. However, there have been no reported COIL opportunities described in the fields of laboratory medicine and biomedicine, likely due to the large practical elements associated with the subjects. This study therefore aims to develop a COIL opportunity that incorporates practical laboratory elements and evaluate the efficacy of this teaching and learning approach. A laboratory-based COIL was developed and delivered across two days. Day one was composed of synchronous livestreamed laboratory demonstrations and practical activities, with day two focused on the completion of a time-dependent team-based task. The pedagogical impact of this laboratory-based COIL was evaluated through 1) pre and post surveys and 2) an overall survey utilising Likert scales. The laboratory-based COIL was well received by students (n = 34) with the majority enjoying (94.1 %) and learnt a lot (94.1 %) by participating in the session. It also produced highly positive benefits to student confidence (97.1 %), teamworking (100 %), and communication (97.1 %). Pre (n = 46) and Post-analysis (n = 35) revealed significant enhancement of students international education knowledge, international medical practice knowledge, cultural intelligence, social initiative, emotional stability, and work-based flexibility (
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