Abstract

Background &
Objective: Active learning strategies are much better recalled, enjoyed and understood. This article reports the design and evaluates on the student’s experience of lectures which included many opportunities for active involvement through various active learning strategies.
Materials and Methods: Active learning strategies were incorporated in almost every lecture of Respiratory Physiology for first year medical students. Several techniques like thinkpair-share, pause procedures, minute papers, and discussion of MCQs, concept understanding by use of models, role plays, seminars, and working on mannequins were incorporated into the lecture format.
Results: To evaluate the affectivity of this pattern of learning, respiratory physiology test marks of the active learning batch were compared with the previous batch of traditional learning group. Mean respiratory physiology test marks on an identical test, showed significant increase (p