TY - JOUR
T1 - "Heart Shots": A classroom activity to instigate active learning
AU - Abraham, Reem Rachel
AU - Vashe, Asha
AU - Torke, Sharmila
PY - 2015/3/1
Y1 - 2015/3/1
N2 - The present study aimed to provide undergraduate medical students at Melaka Manipal Medical College (Manipal Campus), Manipal University, in Karnataka, India, an opportunity to apply their knowledge in cardiovascular concepts to real-life situations. A group activity named "Heart Shots" was implemented for a batch of first-year undergraduate students (n = 105) at the end of a block (teaching unit). Students were divided into 10 groups each having 10-11 students. They were requested to make a video/PowerPoint presentation about the application of cardiovascular principles to real-life situations. The presentation was required to be of only pictures/photos and no text material, with a maximum duration of 7 min. More than 95% of students considered that the activity helped them to apply their knowledge in cardiovascular concepts to real-life situations and understand the relevance of physiology in medicine and to revise the topic. More than 90% of students agreed that the activity helped them to apply their creativity in improving their knowledge and to establish a link between concepts rather than learning them as isolated facts. Based on the feedback, we conclude that the activity was student centered and that it facilitated learning.
AB - The present study aimed to provide undergraduate medical students at Melaka Manipal Medical College (Manipal Campus), Manipal University, in Karnataka, India, an opportunity to apply their knowledge in cardiovascular concepts to real-life situations. A group activity named "Heart Shots" was implemented for a batch of first-year undergraduate students (n = 105) at the end of a block (teaching unit). Students were divided into 10 groups each having 10-11 students. They were requested to make a video/PowerPoint presentation about the application of cardiovascular principles to real-life situations. The presentation was required to be of only pictures/photos and no text material, with a maximum duration of 7 min. More than 95% of students considered that the activity helped them to apply their knowledge in cardiovascular concepts to real-life situations and understand the relevance of physiology in medicine and to revise the topic. More than 90% of students agreed that the activity helped them to apply their creativity in improving their knowledge and to establish a link between concepts rather than learning them as isolated facts. Based on the feedback, we conclude that the activity was student centered and that it facilitated learning.
UR - http://www.scopus.com/inward/record.url?scp=84957870006&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=84957870006&partnerID=8YFLogxK
U2 - 10.1152/advan.00027.2015
DO - 10.1152/advan.00027.2015
M3 - Article
C2 - 26330036
AN - SCOPUS:84957870006
SN - 1043-4046
VL - 39
SP - 189
EP - 191
JO - American Journal of Physiology - Advances in Physiology Education
JF - American Journal of Physiology - Advances in Physiology Education
IS - 1
ER -