Science education is in the process of shifting from the mastery of a large body of factual information to an emphasis on the development of reasoning skills and the solving of practical problems. Such skills are best developed by instructors and students working together in an active learning environment as opposed to instructors and students being, respectively, sources and sinks of factual knowledge. Most models of active learning are geared toward small group (< 15 students) settings in which interactions between students and instructor are optimized. However, basic courses in physiology are often forced to meet in large classes in which it is more difficult to utilize active learning methods. The panelists in this workshop demonstrated techniques that they use in large class settings to promote an active learning experience. We hope that this summary of the workshop will encourage you to experiment with educational approaches to improve the efficacy of teaching in the large class setting.
Assessment of verbal communication in science education: A comparison of small and large classes
