Nigerian Journal of Physiological Sciences
Physiological Society of Nigeria
Vol. 22, No. 1-2, 2007, pp. 117-121
Bioline Code: np07020
Full paper language: English
Document type: Research Article
Document available free of charge
Nigerian Journal of Physiological Sciences, Vol. 22, No. 1-2, 2007, pp. 117-121
© Copyright 2007 - Physiological Society of Nigeria
COMPARATIVE EVALUATION OF ACTIVE LEARNING AND THE TRADITIONAL LECTURES IN PHYSIOLOGY: A CASE STUDY OF 200 LEVEL MEDICAL LABORATORY STUDENTS OF IMO STATE UNIVERSITY, OWERRI.|
ANYAEHIE, U. S. B.; NWOBODO, Ed. & NJOKU, C. J.
Currently, understanding of Physiology and disease patterns is undergoing a fundamental paradigm shift with attendant shift in education of health professionals worldwide towards active learning to encourage exploration of connections and their relationships. We introduced problem-based learning to Physiology teaching of medial laboratory students to confirm worldwide reports that active learning environments offer better learning opportunities over the traditional methods which is the predominant teaching method in Nigerian universities. Our findings indicate that Problem-based learning increases students’ attendance/participation in classes and performance in examination. We recommend the integration of active learning into physiology curriculum of Nigerian Universities.
Medical education, active learning, cohort, students