Transforming pathophysiology instruction through narrative pedagogy and Socratic questioning.
Pathophysiology, heavily content driven, has typically been taught through the use of traditional behavioral pedagogy and a reliance on the formal lecture. The author describes the limitations of this approach to teaching pathophysiology and describes the use of narrative pedagogy and Socratic questioning as alternative methods of instruction to augment lecture methods. Specific strategies for transforming traditional classroom teaching by using Socratic questions in a pathophysiology course for nurse practitioners are described. Student and faculty reactions to the initial efforts to transform pathophysiology instruction are also described.
Rogge
M M
MM
Department of Family Health Nursing, Indiana University School of Nursing, Indianapolis, Indiana, USA.
D004511:Education, Nursing, Graduate; D004521:Educational Measurement; D022143:Family Nursing; D006801:Humans; D007196:Indiana; D009722:Nurse Practitioners / Q000193:education*; D010827:Physiology / Q000193:education*; D013663:Teaching / Q000379:methods*