Abstract

Background: Concept building is very important for learning physiology. Active involvement of the students when a particular topic is being taught has been hypothesized to benefit the students to learn physiology effectively and overcome lack of self-directed learning. Aims and Objectives: To find students’ perspectives regarding the activity-based teaching- st learning method.
Materials and Methods: An educational interventional study in physiology included 100 1 MBBS students and involved activities such as multiple choice questions, questions based on graphs, fill in the blanks, match the columns, and complete the flow chart; preceding and following seven lectures in endocrine system. Closed-ended questions in the prevalidated student perception questionnaire were analyzed on Microsoft Excel.
Results: There was a positive feedback regarding the usefulness of the method in creating interest in the topics taught and also understanding of concepts. 76% of students also agreed that they were driven to resources in an attempt to solve the activities.
Conclusions: Analysis of students’ perceptions suggests the efficacy of this method to convert didactic teaching to active learning. Overall, students liked this method as a useful and interesting tool for learning physiology.