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.