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The transition to active learning: a lived experience

B S Moffett1, K B Hill

  • 1Southeastern Louisiana University, School of Nursing, Hammond, USA. bmoffett@selu.edu

Nurse Educator
|July 1, 1997
PubMed
Summary
This summary is machine-generated.

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This guide helps faculty transition from traditional lectures to active learning in introductory pharmacology courses. It covers reasons for change, key considerations, and successful active learning strategies.

Area of Science:

  • Pharmacology Education
  • Active Learning Strategies

Background:

  • Traditional lecture-based teaching is common in introductory pharmacology.
  • Faculty may face challenges when transitioning to new pedagogical approaches.

Purpose of the Study:

  • To guide faculty in adopting active learning strategies in pharmacology.
  • To outline factors influencing the shift from traditional lectures to active learning.

Main Methods:

  • The authors describe their transition process in an introductory pharmacology course.
  • Key considerations for faculty, students, content, and resources are identified.
  • Successful active learning activities are discussed and exemplified.

Main Results:

  • Identified reasons and factors critical for a successful transition.

Related Experiment Videos

  • Provided a framework for implementing active learning in pharmacology.
  • Shared practical examples of effective active learning activities.

    • Conclusions:

    • Transitioning to active learning requires careful planning regarding faculty, students, content, and resources.
    • Active learning strategies can be successfully implemented in introductory pharmacology courses.
    • This guide offers practical insights for educators seeking to enhance pharmacology teaching.