National Journal of Physiology, Pharmacy and Pharmacology

2019, Vol: 9, Issue: 5

9/5Current Issue Online First Archive Aims and Scope Abstracting & Indexing Most Accessed Articles Most Downloaded Articles Most Cited Articles

Required files to uploaded

« Previous Article

Original Research

Natl J Physiol Pharm Pharmacol. 2013; 3(1): 27-34

doi: 10.5455/njppp.2013.3.27000

Promoting active learning in respiratory physiology � Positive student perception and improved outcomes

Richa Thaman, Sukhjinder Dhillon, Sanjeev Saggar, Meenakshi Gupta, Harkirat Kaur.

Cited by (5)

Abstract
Background & Objective: Active learning strategies are much better recalled, enjoyed and understood. This article reports the design and evaluates on the student�s experience of lectures which included many opportunities for active involvement through various active learning strategies.

Materials and Methods: Active learning strategies were incorporated in almost every lecture of Respiratory Physiology for first year medical students. Several techniques like think-pair-share, pause procedures, minute papers, and discussion of MCQs, concept understanding by use of models, role plays, seminars, and working on mannequins were incorporated into the lecture format.

Results: To evaluate the affectivity of this pattern of learning, respiratory physiology test marks of the active learning batch were compared with the previous batch of traditional learning group. Mean respiratory physiology test marks on an identical test, showed significant increase (p<0.05) in the active learning cohort in comparison to the previous batch of traditional learning cohort. Feedback questionnaire regarding their experience during active learning was administered to the students. The data was evaluated and analyzed. The overall feedback revealed that the active learning strategies helped the students in better understanding (94.1%), lead to greater interest (89.4%), better interaction among peers (83.6%) and also helped in correlating the topic to clinical content (80.5%).

Conclusion: The heightened interest, understanding and interaction engaged students in the learning process. Adopting a variety of teaching-learning methods increased both teacher and learner enthusiasm. The study provides motivation to redesign our teaching strategies to encourage greater active learning among students.

Key words: Active Learning Strategies; Think-Pair-Share; Pause-Procedure; Minute Papers; Feedback Questionnaire

	ARTICLE TOOLS
	Abstract
	PDF Fulltext
	Print this Article
	How to cite this article
	Citation Tools
	Related Records
	Articles by Richa Thaman Articles by Sukhjinder Dhillon Articles by Sanjeev Saggar Articles by Meenakshi Gupta Articles by Harkirat Kaur
	on Google
	on Google Scholar
	Article Statistics
	Viewed: 3744 Downloaded: 763 Cited: 5

REFERENCES

1. Chickering, Arthur W., and Zelda F. Gamson."Seven Principles for Good Practice." AAHE Bulletin March 1987; 39: 3-7. ED 282 491. 6 pp. MF-01; PC-01.

2. Bonwell, CC and JA Eison. Active Learning: Creating excitement in the classroom, ASHEERIC Higher Education Report No.1, George Washington University, Washington, DC, 1991.

3. Lujan H L and DiCarlo SE. Too much teaching, not enough learning: what is the solution? Adv Physiol Edu 2006; Mar;30(1):17-22, [DOI via Crossref] [Pubmed]

4. Bayken Z and Nacar M . Learning styles of first year medical students attending Erciyes University in Kaysein, Turkey. Adv Physiol Educ 2007; 31:158-160. [DOI via Crossref] [Pubmed]

5. Rao SP and Di Carlo SE. Active learning of respiratory physiology improves performance on respiratory physiology exam. Adv Physiol Educ 2001; 25:55-60.

6. DiCarlo SE. Too much content, not enough thinking, and too little FUN! Adv Physiol Educ 2009; 33: 257-264. [DOI via Crossref] [Pubmed]

7. Anyaehie U.S.B., Nwobodo Ed and Njok C.J. Comparitive Evaluation of Active Learning and the Traditional Lectures in Physiology: A case study of 200 level Medical Laboratory Students of IMO State University, Owerri. Nigerian Journal of Physiological Sciences 2007; 22(1-2); 117-121. [Pubmed]

8. Vaughn L and Baker R. Teaching in the medical setting: balancing teaching styles, learning styles and teaching methods. Medical Teacher 2001; 23(6):610-612. [DOI via Crossref]

9. Butler JA. Use of teaching methods within lecture format. Med Teach 1992; 14(1):11-25. [DOI via Crossref] [Pubmed]

10. Handsfield-Jones R, Nasmith L, SteinertY, Lawn N. Creativity in medical education: the use of innovative techniques in clinical teaching. Med Teach 1993; 15(1); 3-10. [DOI via Crossref]

11. Di Carlo SE. Teaching alveolar ventilation with simple, inexpensive models. Adv Physiol Educ 2008; 32:185-191. [DOI via Crossref] [Pubmed]

12. Mannison M, Patton W and Lemon G. Interactive teaching goes to Uni: keeping students awake and learning alive. Higher Education Research and Development 1994, 13:35-47. [DOI via Crossref]

13. Meyers C and Jones TB. Promoting active learning: Strategies for the classroom (San Fransisco, Jossey-Bass 1993.

14. Murray HG. Effective teaching behaviors in the college classroom, In; Higher Education: Handbook of Theory and Research 7, edited by Smart J. New York: Agathon 1991; p. 135-172.

15. Jason H and Westberg J. Providing constructive Feedback. (Boulder, CO, ACIS Guidebook for Health Professionals) 1991.

16. Gokhale AA. "Collaborative Learning Enhances Critical Thinking". Journal of Technology Education 7(1), 1995.

17. Cloke P. Applied rural geography and planning: a simple gaming technique. J Geog Higher Education 1987; 11:35-45. [DOI via Crossref]

18. Ruhl, Kathy L., Charles A. Hughes, and Patrick J. Schloss. Winter. "Using the Pause Procedure to Enhance Lecture Recall." Teacher Education and Special Education 1987; 10: 14-18. [DOI via Crossref]

19. Chizmar, J. F., and A. L. OstroskyThe one-minute paper: Some empirical findings. Journal of Economic Education 1998; 29 (1): 3–10. [DOI via Crossref]

20. Lujan HL, Di Carlo SE. First year medical students prefer multiple learning styles. Adv Physiol Educ 2006; 30:13-16. [DOI via Crossref] [Pubmed]

21. Kumar R S, Narayanan SN. Role –Playing lecturing- A method for teaching Neuroscience to Medical Students. Adv Physiol Educ. 2008; 32:329-331. [DOI via Crossref] [Pubmed]

22. Nestel D and Tierney T. Role Plays for Medical Students learning about communication: Guidelines for maximizing benefits. BMC Med Educ. 2007;7:3. [DOI via Crossref] [Pubmed] [PMC Free Fulltext]

23. Sally E Gauci, Arianne M Dantas, David A William and Robert E Kemm. Promoting student centered active learning in lectures with a personal response system. Adv Physiol Edu 2009; 33(1):60-71. [DOI via Crossref] [Pubmed]

24. Sprujit A, Jaarsma AD, Wolfhagen HA, Van Beukelen P, Scherpbier AJ. Student's perceptions of aspects affecting seminar learning. Med Teacher 2012; 34(20:e)129-35.

This Article Cited By the following articles

The Effects of Flipping an English for Academic Purposes Course 2019; 11(1): 26.	1

Flipping the procedural knowledge learning – a case study of software learning Interactive Learning Environments 2019; (): 1.	2

Active learning materials for teaching electrochemistry Anal Bioanal Chem 2018; 410(20): 4767.	3

Introducing landscape design techniques to horticulture students Acta Hortic. 2016; (1126): 119.	4

Motivation and cognitive load in the flipped classroom: definition, rationale and a call for research Higher Education Research & Development 2015; 34(1): 1.	5

How to Cite this Article

Pubmed Style

Richa Thaman, Sukhjinder Dhillon, Sanjeev Saggar, Meenakshi Gupta, Harkirat Kaur. Promoting active learning in respiratory physiology � Positive student perception and improved outcomes. Natl J Physiol Pharm Pharmacol. 2013; 3(1): 27-34. doi:10.5455/njppp.2013.3.27000

Web Style

Richa Thaman, Sukhjinder Dhillon, Sanjeev Saggar, Meenakshi Gupta, Harkirat Kaur. Promoting active learning in respiratory physiology � Positive student perception and improved outcomes. http://www.njppp.com/?mno=190466 [Access: May 22, 2019]. doi:10.5455/njppp.2013.3.27000

AMA (American Medical Association) Style

Richa Thaman, Sukhjinder Dhillon, Sanjeev Saggar, Meenakshi Gupta, Harkirat Kaur. Promoting active learning in respiratory physiology � Positive student perception and improved outcomes. Natl J Physiol Pharm Pharmacol. 2013; 3(1): 27-34. doi:10.5455/njppp.2013.3.27000

Vancouver/ICMJE Style

Richa Thaman, Sukhjinder Dhillon, Sanjeev Saggar, Meenakshi Gupta, Harkirat Kaur. Promoting active learning in respiratory physiology � Positive student perception and improved outcomes. Natl J Physiol Pharm Pharmacol. (2013), [cited May 22, 2019]; 3(1): 27-34. doi:10.5455/njppp.2013.3.27000

Harvard Style

Richa Thaman, Sukhjinder Dhillon, Sanjeev Saggar, Meenakshi Gupta, Harkirat Kaur (2013) Promoting active learning in respiratory physiology � Positive student perception and improved outcomes. Natl J Physiol Pharm Pharmacol, 3 (1), 27-34. doi:10.5455/njppp.2013.3.27000

Turabian Style

Richa Thaman, Sukhjinder Dhillon, Sanjeev Saggar, Meenakshi Gupta, Harkirat Kaur. 2013. Promoting active learning in respiratory physiology � Positive student perception and improved outcomes. National Journal of Physiology, Pharmacy and Pharmacology, 3 (1), 27-34. doi:10.5455/njppp.2013.3.27000

Chicago Style

Richa Thaman, Sukhjinder Dhillon, Sanjeev Saggar, Meenakshi Gupta, Harkirat Kaur. "Promoting active learning in respiratory physiology � Positive student perception and improved outcomes." National Journal of Physiology, Pharmacy and Pharmacology 3 (2013), 27-34. doi:10.5455/njppp.2013.3.27000

MLA (The Modern Language Association) Style

APA (American Psychological Association) Style

Richa Thaman, Sukhjinder Dhillon, Sanjeev Saggar, Meenakshi Gupta, Harkirat Kaur (2013) Promoting active learning in respiratory physiology � Positive student perception and improved outcomes. National Journal of Physiology, Pharmacy and Pharmacology, 3 (1), 27-34. doi:10.5455/njppp.2013.3.27000



Copyright � 2019 National Journal of Physiology, Pharmacy and Pharmacology All Rights Reserved. Subject to change without notice from or liability to National Journal of Physiology, Pharmacy and Pharmacology. For best results, please use Internet Explorer or Google Chrome	Contact Information Publisher Dipika Charan 404 Ridhi Tower Jodhpur, India 342005 publishernjppp@gmail.com Editorial query editornjppp1@gmail.com 91-878-0040272

Contact Information