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A method of improving student learning in physiology: the small group workshop
1Biology Department, Albany College of Pharmacy, New York 12208.
The American Journal of Physiology
|June 1, 1994
Summary
This study introduces a new physiology teaching method using small group workshops instead of traditional labs. The approach enhances student motivation, communication skills, and self-reliance in learning physiology.
Area of Science:
- Physiology Education
- Medical Pedagogy
Background:
- Traditional physiology laboratories often lack engagement.
- Need for improved student interaction and problem-solving skills in science education.
Purpose of the Study:
- To evaluate a novel teaching innovation replacing standard physiology laboratories.
- To assess the impact of small group workshop tasks on student learning and engagement.
Main Methods:
- Replaced standard physiology laboratories with small group workshop tasks.
- Utilized question sheets for problem-solving and knowledge base establishment.
- Focused on student interaction and data analysis.
Main Results:
- Observed improvements in student motivation and attitude towards physiology.
- Enhanced written and oral communication skills among students.
- Increased self-reliance and interest in related subject material.
Conclusions:
- Workshop-based physiology problem-solving enhances student engagement and learning outcomes.
- This innovative approach effectively develops critical thinking and collaborative skills.
- The method offers improved feedback and fosters greater interest in physiology.