Forcing a change: a learn-by-doing workshop on circadian rhythms to understand the complexities of human physiology

Abstract

Physiology is an integrative science that requires an understanding of the organism as a whole to acquire a deep comprehen-sion of its functions and avoid misconceptions that may impair further learning. Thus it is necessary to develop resources thatpromote the integrative vision that Physiology requires. Chronobiology is a challenging discipline and one of the least addressedconcepts in Physiology curricula. The activity here presented proposes a workshop with a theoretical-practical perspective in thecontext of the Neuroscience Conferences held annually at our university. All conference presentations are neuroscience-relatedtopics, in combination with practical activities, some of them analyzing variables of the students themselves. We chose to assessthis informal teaching scenario to involve the students with a scientific perspective while learning and hoping to increase theirappreciation for different topics related to neuroscience. Specifically for this activity on chronobiology, the evaluation was carriedout via a survey study including quantitative and qualitative questions and semistructured personal interviews. In general, theresults reveal a very positive opinion from students regarding aspects such as the teaching methodology, the organizationbefore and during the activity or the added value of the experience for their future professional performance. Some of the stu-dents stated they were more aware of the importance of their circadian system and even changed some of their personal dailyroutines after the activity. Such positive feedback encourages us to continue working in this theoretical-practical format in thefuture, as it contributes to improving students’perception of their own learning.