Selected omissions and capstone presentations: a new approach to student-centered integrative physiology education.

Selected omissions and capstone presentations: a new approach to student-centered integrative physiology education. Adv Physiol Educ. 2020 Sep 01;44(3):448-452 Authors: Curtis KS, Benjamin B, Curtis JT, Finn W, Rouch AJ Abstract Here, we describe a pedagogical approach that combines didactics with active learning to facilitate integration across physiological systems in a team-taught, graduate-level physiology course. We covered the major physiological systems, with each system preceded by an overview of its evolution/ontogeny to provide a broader perspective. Lectures provided a framework for integration by giving examples of how each system interacted with systems that preceded and followed. In lieu of a final exam, the course culminated in capstone presentations by small groups to promote student-centered learning of integrative physiology. At the beginning of the semester, students were assigned to groups; each group chose from predetermined topics. This allowed them to accumulate information throughout the semester and required them to attend to lecture content to assess how the material applied to their topic, thereby facilitating learning and retention. Faculty were deliberate in choosing material that was presented in each system, and material that was strategically omitted, establishing "gaps" that students filled in their capstone presentations. The final week was dedicated to student preparation for their presentations, wh...
Source: Adv Physiol Educ - Category: Universities & Medical Training Authors: Tags: Adv Physiol Educ Source Type: research