Premium
Newer teaching and learning techniques in the advancement of physiology education (531.15)
Author(s) -
Gopalan Chaya,
Glasheen Megan
Publication year - 2014
Publication title -
the faseb journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.709
H-Index - 277
eISSN - 1530-6860
pISSN - 0892-6638
DOI - 10.1096/fasebj.28.1_supplement.531.15
Subject(s) - session (web analytics) , class (philosophy) , preparedness , comprehension , flipped classroom , mathematics education , active learning (machine learning) , psychology , medical education , pharmacy , computer science , medicine , world wide web , family medicine , artificial intelligence , political science , law , programming language
Instant access to content information is revolutionizing both the learning and teaching in higher education. The teacher‐centered instruction is being replaced by active learning and other student‐centered teaching methods. At St. Louis College of Pharmacy, a Flipped Classroom model is tested in the Advanced Physiology course where students are assigned homework in the form of lecture videos, PowerPoint presentations and reading assignments prior to their class meetings. The class time is dedicated to mini lectures, Team‐Based Learning (TBL) activities and individual assessments. Clinical scenarios in the case discussion and the hands on lab activities are designed to provide ample opportunities to apply and review the lecture content. Additional support to help students’ cognitive skills is provided by weekly review sessions, walk‐in tutoring opportunities and the availability of tutors for one‐on‐one instruction. The assessment includes a combination of factual details, problem solving, and comprehension skills. Student survey indicated that the homework assignments helped students come prepared (75 %), and changed the way they studied (65 %). Students also believed that the TBL session helped them prepare and understand the concepts better (83 %). Students’ preparedness and the level of engagement during class were improved compared to didactic mode of teaching.