Abstract
Purpose: This study evaluates the effectiveness of active learning strategies in respiratory care (RC) education, specifically examining their impact on student engagement, critical thinking, and clinical competency to address limitations inherent in traditional passive instructional methods.
Methods: A comprehensive narrative review of peer-reviewed literature was conducted using databases such as PubMed, Web of Science, and Scopus. Thematic analysis was utilized to explore the influence of key active learning methodologies, including simulation-based learning (SBL), flipped classroom (FC), problem-based learning (PBL), and team-based learning (TBL).
Results: The findings demonstrate that active learning approaches significantly enhance clinical decision-making, collaborative skills, and knowledge retention among RC students. Specifically, SBL provided secure, controlled environments conducive to hands-on skill development, FC effectively maximized classroom time for practical exercises, while PBL and TBL promoted collaborative learning and advanced problem-solving capabilities. Nevertheless, barriers including insufficient faculty training, resource limitations, and inconsistencies in assessment practices were identified as obstacles to optimal implementation.
Conclusions: Incorporating active learning strategies into RC education effectively bridges theoretical instruction and practical application, thereby equipping students with competencies essential for contemporary healthcare environments. Successful implementation relies on robust institutional support, innovative and standardized assessment methods, and continuous faculty development.
Recommended Citation
Skariah, Tisha Ann; Rao, Udaya Kumar; and Karthika,, Manjush
(2025)
"Active Learning in Respiratory Care Education: A Narrative Review,"
Health Professions Education: Vol. 11:
Iss.
4, Article 7.
DOI: 10.55890/2452-3011.1363
Available at:
https://hpe.researchcommons.org/journal/vol11/iss4/7
