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Community Forums - Graduate/Professional Educators - Brief Introduction

A forum for graduate and professional educators to share classroom resources and teaching ideas. If you would like to contribute to the forums or to change your subscription, please log in to the left.

Hi. I teach Physiology to medical students in Bahrain.  I am interested in new methods in teaching, to keep my students interested, especially in a PBL system, where we have little contact time with them. I also want to develop my e-learning skills, as we are moving to a paperless system. Feisal Subhan

This thread was posted on April 2, 2014 at 2:13 PM ET by Feisal Subhan.
  |   17 Replies   |   Last on 3/27/2020 at 5:38 AM ET
Re: Brief Introduction

I teach medical students in the US. We meet face to face, and I try to engage them by getting them to  think about hard questions, vote on what they thought was the best answer, argue with their neighbors and vote again. This gets everyone involved, not just the extroverts, and really works to help them see if they are understanding the material and can apply it to real situations. I have posted a script that works well (http://www.lifescitrc.org/resource.cfm?submissionID=6966) and it could probably be modified to work in other contexts. Good luck!

This was posted on April 10, 2014 at 2:08 PM ET by Diana Darnell.
Re: Re: Brief Introduction

I teach Physiology to medical and dental students in Pakistan.  I am looking forward to use this forum to add value to my teaching..

This was posted on May 16, 2014 at 4:02 PM ET by Muhammad Adnan Kanpurwala.
Re: Brief Introduction


I teach Respiratory physiology in medical school and have tried to incoporate some brief activities into the lectures.  However, we are a hybrid lecture and PBL program and as a result, what would usually be 14 hours of lecture I only have 8.  Yes, PBL makes the students be more active in the learning process and working in teams.  I fear that the time it takes for the Think Pair Share "voting" process would take up too much when used frequently.  It also sounds like the iclicker system could be used in a similar manner.  Cards are good you don't have clickers. 

George Steer

This was posted on July 5, 2014 at 2:55 PM ET by George Steer.
Re: Brief Introduction

Greetings!  I teach cell, neuro and cardiovascular physiology at the medical school level.  I have found the use of "clickers" to be excellent in engaging students and assessing their knowledge of the topic that we are discussing.  I have also used the clickers to give short quizzes and to work in the "flipped classroom."  Prior to the installation of our clicker system, I used the colored paper method to ask questions in class.  Each student was given four sheets of construction paper to hold up in response to a question.  Each answer choice was next to one of the colors of construction paper that the students possessed.  I have also increased my use of case studies in the classroom.  I typically lecture to the students or provide my lecture for them to review prior to the case study.  I also have the students read the appropriate chapter before the case study.  I like using the case study because it typically incorporates multiple concepts into one exercise.

This was posted on October 21, 2014 at 10:26 AM ET by Jessica Taylor.
Re: Brief Introduction

thank you, sir, my friend, has been doing its last semester in Bahrain to become a Physiologist.  She told me their way of teaching is quite interesting and she loves to do study in top-ranked universities. There are lots of medical packaging products which required kraft boxes Wholesale Packaging and customdeluxeboxes.com is the best place to get packaging for products.  

This was posted on April 16, 2019 at 4:36 PM ET by Amanda Hope.
Re: Brief Introduction

Physiology is a very keen subject I have also getting some courses or workshops about a certain topic but I wish to do a complete degree in Physiology.  Candle Boxes from Duke Packaging

This was posted on May 13, 2019 at 7:16 AM ET by Nikki Hope.
Re: Brief Introduction

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Re: Re: Brief Introduction

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Re: Re: Re: Brief Introduction

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