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Incorporating active learning into a traditional curriculum

A H Huang1, R G Carroll

  • 1Department of Physiology, Morehouse School of Medicine, Atlanta, Georgia 30310-1495, USA.

The American Journal of Physiology
|January 22, 1998
PubMed
Summary

Self-learning exercises (SLEs) in medical physiology courses did not hinder traditional learning assessments. Revisions improved student acceptance of active learning methods.

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Area of Science:

  • Medical Education
  • Physiology Curriculum

Background:

  • Self-learning exercises (SLEs) were integrated into a first-year Medical Physiology course.
  • SLEs replaced 20-30% of traditional lecture material.
  • The goal was to foster active learning and problem-solving skills.

Purpose of the Study:

  • To evaluate the impact of SLEs on student learning in Medical Physiology.
  • To assess student perceptions and satisfaction with the SLEs format.

Main Methods:

  • Analysis of student performance on multiple-choice exam questions.
  • Collection and review of student feedback over three academic years.
  • Iterative revision of SLE format based on feedback.

Main Results:

  • SLEs did not significantly impair learning outcomes as measured by traditional exams.
  • Initial student feedback was negative, leading to format revisions.
  • Revised SLEs were better received by students while maintaining active learning principles.

Conclusions:

  • Self-learning exercises can be effectively integrated into medical physiology curricula.
  • Active learning strategies like SLEs can be implemented without compromising traditional academic performance.
  • Student feedback is crucial for refining pedagogical approaches in medical education.

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