Aim: The aim of the present study was to assess the students’ perspective regarding active learning methods and to compare outcome of active learning method to previous traditional teaching methods. Methods: The present study was carried out in the Physiology Department .Students and faculty were informed and introduced to active learning strategy regarding a particular topic. Results: The mean value and standard deviation for Group 1 consisting of 50 participants and Group 2 consisting of 50 study participants were 32.44+8.12 and 26.64+8.32 respectively. It indicated that students of active learning group performed significantly better than students with traditional learning methods (P < 0.0001).Majority of students were in favor of this new teaching method. Students developed more interest and better understanding in lectures. Group study discussion leads them to develop their knowledge more in comparison to traditional methods and also better interactions and environment created due to this method. Pause period method made a good impact in understanding the topic. Furthermore, the use of MCQs, models and role plays created more healthy surroundings in understanding renal physiology. Students’ also find it easy to correlate with clinical content. Even students were keen to attend more seminars like this, also ready to increase more number of tests and short work assignments. Majority of students’ felt a healthy change in atmosphere due to these new methods. Conclusion: Active learning method definitely helps in better understanding of the subject in comparison with the old didactic method of teaching. This conclusion suggests that we should need to promote active learning methods more in different fields so that the development of knowledge occurs in way which is beneficial to all. These new methods also developed interest of teacher and due to this a student- teacher relationship also became better.

Aim: The aim of the present study was to assess the students’ perspective regarding active learning methods and to compare outcome of active learning method to previous traditional teaching methods. Methods: The present study was carried out in the Physiology Department .Students and faculty were informed and introduced to active learning strategy regarding a particular topic. Results: The mean value and standard deviation for Group 1 consisting of 50 participants and Group 2 consisting of 50 study participants were 32.44+8.12 and 26.64+8.32 respectively. It indicated that students of active learning group performed significantly better than students with traditional learning methods (P < 0.0001).Majority of students were in favor of this new teaching method. Students developed more interest and better understanding in lectures. Group study discussion leads them to develop their knowledge more in comparison to traditional methods and also better interactions and environment created due to this method. Pause period method made a good impact in understanding the topic. Furthermore, the use of MCQs, models and role plays created more healthy surroundings in understanding renal physiology. Students’ also find it easy to correlate with clinical content. Even students were keen to attend more seminars like this, also ready to increase more number of tests and short work assignments. Majority of students’ felt a healthy change in atmosphere due to these new methods. Conclusion: Active learning method definitely helps in better understanding of the subject in comparison with the old didactic method of teaching. This conclusion suggests that we should need to promote active learning methods more in different fields so that the development of knowledge occurs in way which is beneficial to all. These new methods also developed interest of teacher and due to this a student- teacher relationship also became better.