An evolution in student-centered teaching

Area of Science:

• Physiology Education
• Medical Education
• Science Communication

Background:

• The American Physiological Society (APS) Teaching Section annually awards the Claude Bernard Distinguished Lecture.
• The presenter was selected for this honor, allowing ample time for presentation preparation.

Purpose of the Study:

• To share insights on effective physiology education strategies.
• To advocate for student-centered learning approaches in health professions education.
• To illustrate the evolution of teaching methods from traditional lecturing to facilitation.

Main Methods:

• The presentation utilized a narrative structure based on Randy Olson's "And, But, Therefore" model.
• It incorporated video testimonials from students to highlight the impact of student-centered learning.
• The presenter shared personal experiences transitioning from a "sage-on-the-stage" to a facilitator role.

Main Results:

• The core theme emphasized that "nothing in education makes sense except in the light of student learning."
• Student testimonials provided direct evidence of the benefits of student-centered learning in Advanced Human Physiology.
• The narrative effectively communicated the value of active learning over rote memorization.

Conclusions:

• Student-centered learning is crucial for improving long-term understanding in physiology.
• Effective science communication, like the "And, But, Therefore" model, can enhance educational presentations.
• Educators should strive to become facilitators of learning, empowering students in their educational journey.