"Heart Shots": A Classroom Activity to Instigate Active Learning

Autor/inn/en	Abraham, Reem Rachel; Vashe, Asha; Torke, Sharmila
Titel	"Heart Shots": A Classroom Activity to Instigate Active Learning
Quelle	In: Advances in Physiology Education, 39 (2015) 3, S.189-191 (3 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1043-4046
DOI	10.1152/advan.00027.2015
Schlagwörter	Foreign Countries; Undergraduate Students; Medical Students; Physiology; Video Technology; Educational Technology; Computer Software; Pictorial Stimuli; Teaching Methods; Relevance (Education); Instructional Effectiveness; Learning Activities; Creativity; Knowledge Level; India + Suchen Sie Ihr Suchwort? Ausland; Physiologie; Unterrichtsmedien; Fantasieanregung; Teaching method; Lehrmethode; Unterrichtsmethode; Relevance; Relevanz; Unterrichtserfolg; Lernaktivität; Kreativität; Wissensbasis; Indien
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01