Presented By: Anastasia Mashukova, Nova Southeastern University Dr. Kiran C. Patel College of Allopathic Medicine
Co-Authors: Marye Lee, Nova Southeastern University Dr. Kiran C. Patel College of Allopathic Medicine
Alvin Nguyen, Nova Southeastern University Dr. Kiran C. Patel College of Allopathic Medicine

Purpose
Despite recognized benefits, the integration of active learning in health professions education encounters challenges, particularly in larger courses exceeding 150 students, where effective translation remains elusive. Previous findings demonstrated the successful implementation of small-group active learning in a large class using the Zoom "Breakout room" feature.

Methods
This study evaluated students' academic performance and satisfaction in a physiology course delivered solely through didactic lectures versus the same course incorporating additional virtual active learning sessions. The assessment included a Likert scale survey and the standard course evaluation, gauging perceived session effectiveness and student confidence in the material.

Results
Knowledge of physiology was assessed through unit exam scores and pretest-posttest improvements for students from two programs (n=121). Differences in average exam scores were determined using Student's t-test. Survey results and course evaluation data were aggregated for all enrolled students (n=116). Analysis of four unit exams revealed significantly higher scores with collaborative sessions compared to didactic lectures (p-value <0.01). Posttest scores for 2022 showed a significant increase compared to 2019 (p-value <0.01), indicating enhanced understanding. Survey results demonstrated an average Likert score exceeding 4.0 for five out of seven questions. The course evaluation indicated increases to ? 4.0 for five out of six metrics in 2022, compared to one out of six in 2019.

Conclusion
Examination of exam scores, survey feedback, and course evaluations collectively indicates an augmentation of students' knowledge of physiology, heightened confidence in applying the material, and increased satisfaction with its integration into health professions education. This study underscores the efficacy of active learning strategies, specifically implemented through virtual means, in optimizing educational outcomes in physiology courses.