Effect of the use of a model with peer instruction for the teaching of membrane potential and action potential.

A group of teachers from Northeast Brazil developed a model of membrane potentials and action potential and tested the hypothesis that using the peer-instruction model would provide a better performance for students in reading traditional texts and lectures. The results were obtained from 357 students from 20 different courses in 9 different undergraduate programs. All students attended two 100-min theoretical lecture and, at the end of the second lecture, were asked to answer a multiple-choice question (a pretest).