Open Access
Subscription Access
Open Access
Subscription Access
Effect of Active Learning on Teaching Physiology to Undergraduate Physiotherapy Students
Subscribe/Renew Journal
We prospectively evaluated the usefulness of active learning to improve learning amongst undergraduate Physiotherapy students are involved in active learning by using projections, questioning, discussion, giving assignments, presenting carefully designed lectures and allowing breaks during the class. Students are encouraged to depict major Physiological events in form of charts and models. Group work, data collection and case studies are also included. One hundred first year BPT students are evaluated before and after involving them in active learning. Before study seventy nine students secured less than 50% of the total marks and none got 75% marks or above, and 17 students secured less than 50% of the total marks (P<.05) and one got 75% marks or above (P<.05) after the methodology is incorporated. Finally in first professional university examination, 04 students secured less than 50% of the total marks (P<.05) and 11 got 75% marks or above (P<.05). This showed significant improvement amongst the students after the methodology is incorporated and establishes a definite role of active learning in the medical subjects leading to over all better performance of students in examination(s).
Keywords
Active Learning, Physiotherapy Students, Teaching Physiology
Subscription
Login to verify subscription
User
Font Size
Information
- Bonwell, C.C., and J.A. Eison. 1991. Active learning: Creating excitement in the class room.ASHE-ERIC higher education repot, no.1. The George Washington University, Washington, D.C.
- Aronsen, J.R. (1987). Six keys to effective instruction in large classes: Advice from a practitioner. In M. Gleason-Weimer (Ed.), Teaching large classes well. New Directions for Teaching and Learing, 32, 31-38. San Francisco: Jossey-Bass.
- Hoffman, E.A. 2001. Successful application of active learning techniques to introductory Microbiology. Microbiol. Educ. 2:5-11.
- Krause, L.B. 1998. The cognitive profile model of learning styles. J. Coll. Sci. Teaching. 28:57-61
- Michaelsen, L.K., R.H. Black, and L.D. Fink. 1996. What every faculty developer needs to know about learning groups, p. 31-58. In L. Richlin (Ed.), to improve the academy: resources for faculty, instruction and organizational development, vol. 15. New Forum Press, Stillwater, Okla.
- Drysdale, M.T.B., J.L. Ross, and R.A. Shulz.2001. cognitive learning styles and academic performance in 19 first-year university courses: successful students versus students at risk. J. Educ. For Students Placed at Risk 6:271-289
Abstract Views: 210
PDF Views: 0