Leveraging active learning through student-generated questions and electronic posters in a physiology course
Abstract
This study evaluated the impact of integrating student-generated multiple-choice questions (MCQs) and electronic posters into a first-year pharmacy physiology course. With a validated survey and performance comparisons, results showed improved engagement, comprehension, clinical reasoning, and academic performance compared with a previous cohort taught traditionally. Over 70% of students reported enhanced learning, and outcomes remained consistent across semesters despite increased workload, supporting the value of combined active learning strategies.
Fields of Study & Subjects
Innovative Teaching Methods
Problem and Project Based Learning
Visual and Cognitive Learning Processes
Publication details
- Journal / source
- AJP Advances in Physiology Education
- Publisher
- American Physiological Society
- Volume
- 50
- Issue
- 2
- Pages
- 454–461
- Publication date
- 28 March 2026
- Language
- EN