Effectiveness of an active method in teaching physiology.

Abstract

A three-year study was conducted in search of a better method of teaching physiology that would enhance the critical thinking skills of first-year nursing students in Istanbul University, Florence Nightingale College of Nursing. Three different methods of teaching were used: 1) a straight lecture method, 2) an active method with no previous preparation of students, 3) an active method with previous preparation. Each method was evaluated by end-of-term marks, student feedback in that year, and a follow-up the next year by questionnaires distributed to both students and nursing teachers. The results of end-of-term examinations and Student Acceptance Indexes, as well as comments of nursing teachers, show that the active method of teaching is better than straight lecture and that the active method is most effective when students are familiarized with it beforehand.