Transition from a lecture‐based to an active learning curriculum in medical physiology

The goal of medical physiology education is long‐term retention of knowledge and the ability to apply acquired knowledge in practice. The educational literature has demonstrated that this is best achieved using active learning models. In our medical school, physiology education was structured around a passive lecture format, and the application of knowledge primarily occurred via formative and summative assessments. Our goal was to transition physiology education from a passive to an active learning format over a timeframe that allowed faculty and students to adjust to the new format. We developed a 3‐year plan. To monitor and assess the success of the transition, we used the evaluative tool known as PORTAAL 1 , which includes four dimensions. Dimension 1, Practice, was implemented using a flipped classroom model. Dimension 2, Logic Development, employed small group work, followed by Q&A sessions. Dimension 3, Accountability, was accomplished by Readiness and Retention exercises that were required before the Q&A sessions. To achieve Dimension 4, Reduced Apprehension, clinically oriented learning scenarios were released in advance of in‐class sessions and groups were called upon to discuss their responses to triggers in scenarios. In contrast to low attendance (< 35%) at most lecture‐based sessions, nearly 100% of the class was engaged in the Zoom‐based active learning sessions. We continue to monitor and compare the gradual but steady improvement in academic performance to the lecture‐style format. The transition has required faculty to develop pre‐class learning modules as well as clinically oriented in‐class sessions structured around active learning. We anticipate this shift in learning strategies will enhance the movement toward an organ‐based preclinical curriculum. 1 CBE‐Life Sciences Education 2015;14:1‐16.