Effectiveness of an active method in teaching physiology

Area of Science:

• Medical Education
• Nursing Education
• Physiology Pedagogy

Background:

• Traditional lecture-based physiology teaching may not adequately develop critical thinking skills in nursing students.
• Enhancing critical thinking is crucial for effective nursing practice and patient care.
• Istanbul University's Florence Nightingale College of Nursing sought to improve physiology instruction.

Purpose of the Study:

• To compare the effectiveness of three distinct physiology teaching methods.
• To determine which teaching method best enhances critical thinking skills in first-year nursing students.
• To evaluate the long-term impact and student/teacher acceptance of different pedagogical approaches.

Main Methods:

• A three-year comparative study involving first-year nursing students.
• Implementation of three teaching methodologies: straight lecture, active learning without preparation, and active learning with preparation.
• Evaluation through end-of-term examinations, student feedback, and follow-up questionnaires for students and faculty.

Main Results:

• Active teaching methods demonstrated superior outcomes compared to the traditional lecture format.
• The active learning method was most effective when students received prior familiarization with the material.
• Student Acceptance Indexes and faculty feedback corroborated the benefits of active learning.

Conclusions:

• Active learning strategies are more effective than lectures for teaching physiology to nursing students.
• Pre-study preparation significantly boosts the efficacy of active learning methods.
• The findings support the integration of prepared active learning into nursing physiology curricula to foster critical thinking.