Implementation of an authentic learning exercise in a postgraduate physiology classroom setting

摘要

Physiology students are often required to engage with substantialamounts of subject content. Although it is essential forstudents to meaningfully engage with subject content, highloads can lead to the rote-type memorization of facts as theirpreferred mode of learning. Such behavioral patterns can befurther embedded by lecturers that largely adopt passive teachingmethods, often reducing students to mere spectators withinthe classroom setting (4). Of concern, this approach is unlikelyto help realize the graduate attributes that are typically espousedand desired by contemporary tertiary institutions. Forexample, at Stellenbosch University (Stellenbosch, South Africa),graduates are expected to possess attributes that includethe following: an enquiring mind, critical and creative thinking,leadership and collaboration, problem solving, and an innovativeoutlook.