Zielinska, Weronika

Active learning has the benefit of being more engaging and interactive, making it more suitable for adult learners who prefer a task/problem centered approach to learning. Implementation of small‐group sessions in the material‐rich course is not always possible and other alternatives that engage learners should be explored. To incorporate active learning strategies, a team learning exercise “Talking Points” (TP), was introduced in a microscopic anatomy sessions for first year medical students. At the beginning of the laboratory period, students were given 5–7 subject‐related basic science/clinical problems and were encouraged to discuss within small “ad hoc” formed teams. Near the end of the laboratory session, these items were discussed by the entire group. This exercise gave the students the opportunity to learn relevant clinical material within small teams and present their findings to other classmates. Many students remarked that TP facilitated their learning of the material, stimulated questions, encouraged peer teaching, and provided a preview of learning strategies for the final examination. The participation and students' performance during TP was not included in the final grade. Incorporation of the TP into the microscopic anatomy curriculum increased students' participation and ended the laboratory session with an enthusiastic conclusion.