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Courses in physiology engage students through active learning strategies including small group discussions, group work, and opportunities to explore a scientific problem and explain their findings. Many of these active learning exercises take place in tutorial and laboratory settings. Unfortunately, traditional physiology lectures are often limited to conveying information through lecturing and PowerPoint slides. This approach provides little opportunity for student engagement above lower-order cognition, i.e., writing notes, listening, memorization (Freeman et al. 2014). Student response systems (e.g., clickers) are a valuable tool to facilitate active learning in the lecture setting that could enable students to take control of their learning (“Do I truly understand this topic/concept/theory?”) (Hwang, Wong, Lam & Lam 2015). In addition, clickers provide valuable instant feedback to the lecturer about student comprehension, and can be used to track participation and attendance. Many platforms are now available including clicker devices and virtual clickers to facilitate active learning and meta-cognitive exercises in the lecture setting. Student feedback response platforms may provide a way to introduce active learning into the lecture setting with physiology lectures resulting improved engagement and better achievement of learning outcomes. This workshop provides practical strategies and examples to help instructors evaluate the benefits, challenges, and methods of integrating student response systems into the physiology lecture setting.

Promoting Active Learning in Physiology Lectures Through Student Response Systems: To Click or Not to Click