Abstract
This paper describes the development of an activelearning approach to basic science instruction. In this model, students learn facts and concepts with minimal input from subject matter experts. Analysis of examination performance reveals a favorable outcome for this teaching-learning paradigm. During this era of promoting active learning methodologies in higher education, the PALS method offers an alternative to the passive-learning, through lecture-listening and note-recording, approach traditionally used to teach basic sciences.The author invites readership comments and is willing to share teaching materials, exam questions and evaluation instruments upon request.
Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
