Objective To diversify the methods of human physiology teaching for medical students at Chang Gung University College of Medicine.
Methods We divided the grades of semester evaluation for physiology into two parts: 70% for lecture-examinations, 30% for non-examination-associated learning model including oral presentation of a scientific paper (conference), problem-based learning (PBL) performance, and quizzes.
Results By a questionnaire survey at the end of the semester, we found that students were willing to spend time preparing non-examination-associated learning model; and from their own evaluations, the effectiveness of non-examination-associated learning was comparable to lecture-examination methods.
Conclusion We conclude that from this analysis of students’ learning attitude and actual time (in hours per week) spent in each learning models, non-examination-associated learning model is well accepted and appeares to be as effective as traditional examination-forced study.
Citation： Tsai ChingChih,Lau YingTung. Diversified Teaching Methods of Medical Physiology: Effects on Examination-Forced Study. Chinese Journal of Evidence-Based Medicine, 2006, 06(9): 659-661. doi: Copy