Medical students aren't attending lectures. This is partially due to the prompt online access to a variety of teaching topics. Also, due to large amount of information being produced and an overwhelming content to be assimilated, some students choose to learn with review books relying on rote memorization. To promote long-term learning we should engage students by using the classroom time for effective activities that cannot be done in isolation. In this session we will practice a dramatization that is an innovative teaching methodology where students learn by doing, work as a team, and have fun what promotes learning (Lujan & DiCarlo, 2016).
 

Session Objectives:

Volunteers will experience dramatization of a physiological process and discuss ways that they can apply this teaching methodology in other areas in health sciences. Our goal is to involve the participants in an exercise that will cause them  to learn by doing. This dramatization does not require prior knowledge, is virtually free of any costs, and can be reproduced in most classrooms with any number of students.  We will start with a dramatization of cardiac cycle (Carvalho, 2011), followed by a group discussion, then offer examples of other dramatization activities.