Journal of Cosmetic Science and Technology

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 Information retention was assessed via an in-class quiz the subsequent week and by a comprehensive final examination at semester’s end Performance on homework assignments was generally similar between groups for both courses. Information retention at 1 wk didn't differ thanks to timing of homework in either course. Papers on work at the molecular level, cell membrane, single cells, tissues or organs and on systems physiology are all encouraged. We are particularly keen to publish papers that have a clinical or translational focus, to help further our understanding of the role physiology plays in health and disease. Hybrid courses allow students additional exposure to course content that's impossible during a traditional classroom environment. This exposure may cause an improvement in academic performance. In this report, I describe the transition of an outsized undergraduate exercise physiology course from a standard lecture format to a hybrid lecture-online format. A total of 658 final grades (traditional= 346, hybrid= 312) was wont to evaluate the effect in fact format on academic performance.  PowerPoint files were wont to distribute in-class lectures in both formats of the course. Final student grades were 9.9% higher (83% of the rise thanks to a rise within the exam grade) when the course was administered during a hybrid format (P= 0.01), which translated to a 1 letter grade increase on a typical grading scale.  

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