There is much scope for explorative learning and long-term memory in active teaching process



Introducing RCTM (Research-Centered Teaching Method) by the author showed the method provokes enthusiasm and anxiety, correlated with cognition: Cognition = (0.27) enthusiasm– (0.15) not interested + (0.08) anxiety. “The broaden-and-build theory” (Fredrickson, 2001) posits that positive emotions are useful in several ways. By linking this theory and emotional intelligence theory, it becomes apparent that the knowledge and use of positive emotions constitute an important skill set for effective functioning.” Renal Physiology was actively taught to 70 medical students, instructed to answer thoughtful questions asked in class. Reinforcing them by few grades and assuring them to be skillful physicians in future. It was emphasized that attending the Acid-Base Balance session is of great importance, due to the complexity and its management. Before the midterm exam, a questionnaire was distributed, asking to write down the topic they recall most precisely, and choosing the reasons. Acid-Base Balance was the mentioned topic, and teaching method was the most correlated factor among the reasons of their recollection (r<0.773). The normalized grades were compared: Student’s Question>Taxonomy3>Research Design and Taxonomy3 (Acid-Base Balance)>Taxonomy2 ~ Research Design (P<0.02). In the final exam the grades of Acid-Base Balance questions were raised (P<0.015). The results are possibly due to the context of reinforcing the students’ positive emotions.