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Singh, Nikhilesh; Gupta, Richa; Mahalakshmi, V. N. – Advances in Physiology Education, 2018
To introduce active learning session for a large group of 250 students, we combined the strengths of problem-based learning and team-based learning to promote a structured active learning strategy with less faculty involvement. For the implementation of this strategy, a case on anemia was selected based on the module already covered in classes.…
Descriptors: Foreign Countries, Problem Based Learning, Teamwork, Cooperative Learning
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Kibble, Jonathan D.; Bellew, Christine; Asmar, Abdo; Barkley, Lisa – Advances in Physiology Education, 2016
The goal of this review is to highlight the key elements needed to successfully deploy team-based learning (TBL) in any class, but especially in large enrolment classes, where smooth logistics are essential. The text is based on a lecture and workshop given at the American Physiological Society's Institute on Teaching and Learning in Madison, WI,…
Descriptors: Teamwork, Classroom Techniques, Teaching Methods, Case Studies
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Ramirez, Beatriz U. – Advances in Physiology Education, 2015
In previous studies, correlations between attendance and grades in lectures have given variable results and, when statistically significant, the correlation has been weak. In some studies, a sex effect has been reported. Lectures are a teacher-centered learning activity. Therefore, it appeared interesting to evaluate if a stronger correlation…
Descriptors: Self Evaluation (Individuals), Attendance, Medical Education, Correlation
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Rathner, Joseph A.; Byrne, Graeme – Advances in Physiology Education, 2014
The study of human bioscience is viewed as a crucial curriculum in allied health. Nevertheless, bioscience (and particularly physiology) is notoriously difficult for undergraduates, particularly academically disadvantaged students. So endemic are the high failure rates (particularly in nursing) that it has come to be known as "the human…
Descriptors: Educationally Disadvantaged, Structural Equation Models, Academic Failure, Outcomes of Education
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Miller, Cynthia J.; Metz, Michael J. – Advances in Physiology Education, 2014
Ask any professor to describe a "first-row student," and you will likely hear a description of an engaged learner who pays attention during class, takes notes, and asks questions. A research study from the 1980s has indicated that undergraduate students sitting in the front and center of the classroom score higher than other students.…
Descriptors: Student Participation, Learner Engagement, Graduate Students, Doctoral Programs
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Reinhardt, Claus H.; Rosen, Evelyne N. – Advances in Physiology Education, 2012
Many studies have demonstrated a superiority of active learning forms compared with traditional lecture. However, there is still debate as to what degree structuring is necessary with regard to high exam outcomes. Seventy-five students from a premedical school were randomly attributed to an active lecture group, a cooperative group, or a…
Descriptors: Active Learning, Cooperative Learning, Genetics, Lecture Method
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Carvalho, Helena; West, Crystal A. – Advances in Physiology Education, 2011
Students learn best when they are focused and thinking about the subject at hand. To teach physiology, we must offer opportunities for students to actively participate in class. This approach aids in focusing their attention on the topic and thus generating genuine interest in the mechanisms involved. This study was conducted to determine if…
Descriptors: Feedback (Response), Control Groups, Group Discussion, Cooperative Learning
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Lujan, Heidi L.; DiCarlo, Stephen E. – Advances in Physiology Education, 2006
The curriculum is packed with so much content that teachers resort to telling students what they know and students simply commit facts to memory. The packed curriculum leaves little time for students to acquire a deep understanding of the subject or to develop life-long skills such as critical thinking, problem solving, and communication. However,…
Descriptors: Teaching Methods, Curriculum, Active Learning, Educational Strategies
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Kibble, Jonathan; Hansen, Penelope A.; Nelson, Loren – Advances in Physiology Education, 2006
Peer leading of small-group discussion of cases; use of modified subjective, objective, assessment of physiology (SOAP) notes; and opportunities for self-assessment were introduced into a Medical Physiology course to increase students' awareness and practice of professional behaviors. These changes arose from faculty members' understanding of the…
Descriptors: Teaching Methods, Group Discussion, Student Attitudes, Hidden Curriculum
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Cortright, Ronald N.; Collins, Heidi L.; DiCarlo, Stephen E. – Advances in Physiology Education, 2005
Students must be able to interpret, relate, and incorporate new information with existing knowledge and apply the new information to solve novel problems. Peer instruction is a cooperative learning technique that promotes critical thinking, problem solving, and decision-making skills. Therefore, we tested the hypothesis that peer instruction…
Descriptors: Cooperative Learning, Peer Teaching, Problem Solving, Teaching Methods
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Rao, Sumangala P.; DiCarlo, Stephen E. – Advances in Physiology Education, 2000
Applies Benson's think-pair-share and Mazur's peer instruction techniques to enhance student involvement during the respiratory component of the medical physiology class. Investigates changes in students' level of understanding and ability to synthesize and integrate material. Includes 15 references. (Author/YDS)
Descriptors: Active Learning, Cooperative Learning, Higher Education, Medical Education