Pilot Study on Problem Oriented and Student Centered Teaching of Physiology in A Large Class Setting

Abstract

Recent developments in undergraduate medical education have shifted the focus from a knowledge-based curriculum to one where problem solving and reasoning skills are paramount. Such skills are best developed by active problem
solving exercises. The constraints of active learning in a physiology class are stressed because many students take the
course. A technique that can be used in such situations was developed in our school. The tutor designed problems with
instructional objectives. Students were instructed to group themselves into small physiology teams. Teams selected
particularly problems from the mini-library of cases. They were guided to approach the problem systematically through the
search for relevant materials, consultation with the faculty and visits of practical sites. After the exploration of the scenarios
whole class presentations followed. Students who participated in the program evaluated the problem oriented approach. Results are generally favorable; students felt that the learning became meaningful and improved their ability to solve problems. This study has demonstrated that active student-centered teaching can be employed in large class settings. However, a change in learning methods requires a concomitant change in assessment systems.