Presented By: Anastasia Mashukova, Nova Southeastern University Dr. Kiran C. Patel College of Allopathic Medicine
Co-Authors: Dawn Owens, Nova Southeastern University Dr. Kiran C. Patel College of Allopathic Medicine

Purpose
This study investigates the impact of incorporating active learning methodologies into the teaching of physiology within the Master of Biological Science program, aiming to assess the influence of active learning on students' exam performance.

Methods
Over two consecutive years, students underwent traditional didactic lectures in the first year, while the subsequent year introduced the same content with the integration of active learning through large group discussions. These active learning sessions were delivered virtually, utilizing Zoom Breakout Rooms. Students were placed in breakout rooms to discuss clinical cases or multiple-choice questions, requiring them to apply the knowledge gained during traditional lecture sessions.

Results
Analysis of the results revealed a statistically significant increase in exam scores (p<0.05, n=60) when active learning strategies were introduced. Furthermore, we received multiple positive comments from students in the form of unsolicited feedback.

Conclusions
The traditional didactic lecture format, despite being a longstanding and widely accepted method in medical education, may benefit from the introduction of active learning techniques. The engagement and participation fostered through large group discussions appear to enhance students' understanding and retention of physiological concepts. We aim to use our results to advocate for the integration of additional active learning modalities into our MBS program, optimizing learning outcomes and preparing students for the multifaceted challenges of the medical field.