Buzz Session as an Active Learning Method in Medical Undergraduate Physiology Teaching-An Institutional-Based Study.

Area of Science:

• Medical Education
• Physiology Teaching
• Active Learning Strategies

Background:

• Conventional didactic learning has limitations in medical teaching.
• Active teaching-learning strategies are increasingly explored.
• Buzz sessions offer an interactive alternative within lectures.

Purpose of the Study:

• Introduce buzz sessions as a teaching tool in undergraduate medical education.
• Assess student and faculty perceptions of buzz sessions in physiology.
• Evaluate buzz sessions as an active learning method.

Main Methods:

• Prospective, non-randomized, interventional study in Physiology Department, GMC Srinagar.
• 180 first-phase MBBS students and 8 faculty participated.
• Ten 1-hour lectures on the Endocrine System incorporated buzz sessions.

Main Results:

• Students and faculty favored buzz sessions.
• Buzz sessions made lectures more interesting and interactive.
• Enhanced communication, reasoning, and collaborative learning observed.

Conclusions:

• Buzz sessions are a preferred method for learning physiology.
• This active learning approach is well-received by both students and faculty.
• Buzz sessions are recommended for contemporary medical teaching.