Respiratory Therapy Student Perceptions of Individual Whiteboarding in Mechanical Ventilation Education

Sherri Vasas

Abstract: Mechanical ventilation can be challenging for respiratory therapy students because it requires students to understand complex concepts, complete calculations, and apply information to clinical situations. Individual whiteboarding was used in a beginning mechanical ventilation course to provide students with an opportunity to actively work through course material while allowing the instructor to assess understanding and provide immediate feedback. The purpose of this study was to evaluate respiratory therapy students' perceptions of individual whiteboarding as an active learning and formative assessment strategy. Students from seven cohorts over a three-year period completed an electronic survey following completion of the course. The survey included 12 Likert-scale questions and three open-ended questions. A total of 86 responses were included in the analysis. Students reported positive perceptions of individual whiteboarding, with mean scores ranging from 4.99 to 5.78 and agreement ranging from 68.6% to 98.8%. Because the survey was modified for this study, internal consistency was assessed using Cronbach's alpha (α = 0.938). Open-ended responses identified immediate feedback, active participation, and discussion as common benefits. Students also identified pressure when sharing responses and the need for more time to work through questions as areas for improvement. Individual whiteboarding may provide a simple way to incorporate active learning and formative assessment into mechanical ventilation instruction.

Keywords: Individual whiteboarding; Active learning; Formative assessment; Mechanical ventilation; Respiratory therapy education

How to Cite?: Sherri Vasas, "Respiratory Therapy Student Perceptions of Individual Whiteboarding in Mechanical Ventilation Education", Volume 15 Issue 8, August 2026, International Journal of Science and Research (IJSR), Pages: 2063-2067, https://www.ijsr.net/getabstract.php?paperid=SR26829084554, DOI: https://dx.doi.org/10.21275/SR26829084554

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