Enhancing human physiology education through active learning and digital tools: a modern pedagogical approach

Аннотация

Human physiology is a foundational yet challenging subject for health science students. Traditional lecture-based methods often fail to promote deep conceptual understanding. This study evaluates the impact of active learning strategies (e.g., flipped classrooms, case-based learning) and digital tools (virtual labs, interactive simulations) on student performance and engagement. A quasi-experimental design compared exam scores and survey feedback between a control group (traditional lectures) and an experimental group (active/digital methods) across two semesters (N=200). Results showed a 15% increase in exam scores and significantly higher self-reported engagement (p <0.05) in the experimental group. These findings support integrating technology and student- centered pedagogy in physiology education. Keywords: Human physiology education, active learning, flipped classroom, digital tools in physiology, virtual labs, student engagement. The American Journal of Medical Sciences and Pharmaceutical Research 44 https://www.theamericanjournals.com/index.php/tajmspr The American Journal of Medical Sciences and Pharmaceutical Research Introduction: Human physiology serves as a The primary objective of this study is to evaluate the cornerstone of medical and life sciences education, yet effectiveness of active learning strategies (e.g., flipped its complexity often poses significant challenges for classrooms, case-based learning) and digital tools (e.g., students. Traditional lecture-based approaches, while virtual labs, interactive simulations) in enhancing foundational, have been criticized for fostering passive student performance, engagement, and long-term learning and reliance on rote memorization rather knowledge retention in human physiology education. than deep conceptual understanding (Michael, 2006; While previous research has demonstrated the benefits Freeman et al., 2014). Recognizing these limitations, of these pedagogical approaches individually (Freeman educators and researchers have sought innovative et al., 2014; Michael et al., 2017), there remains a need strategies to enhance physiology instruction. The shift for comprehensive studies that assess their combined toward active learning—pioneered by Eric Mazur impact in real-world classroom settings, particularly through peer instruction (Mazur, 1997) and further across diverse student populations. validated by Scott Freeman’s meta-analysis Specifically, this study aims to: demonstrating its superiority over traditional lectures Compare learning outcomes between traditional (Freeman et al., 2014)—has reshaped modern lecture-based instruction and an integrated pedagogy. Active learning techniques, such as active/digital learning approach, as measured by exam problem-based learning (PBL), introduced by Howard performance, concept retention, and problem-solving Barrows in medical education (Barrows & Tamblyn, skills. 1980), and team-based learning (TBL), developed by Larry Michaelsen (Michaelsen et al., 2008), emphasize Assess student engagement through surveys and student engagement and application of knowledge. qualitative feedback to determine whether technology- enhanced active learning improves motivation and The integration of technology-enhanced learning has reduces cognitive load. further revolutionized physiology education. Virtual laboratories, such as those developed by David Identify barriers to implementation, such as faculty Dewhurst (Dewhurst et al., 2000) and later training needs (Carroll et al., 2020) or technological commercialized in platforms like PhysioEx and Labster, access disparities (Metting et al., 2019), to provide provide students with hands-on experience in a risk- actionable recommendations for institutions. free environment. Similarly, the flipped classroom Explore long-term retention of physiological concepts model, popularized by Bergmann and Sams (2012), has by tracking student performance in subsequent clinical been adapted for physiology courses, with studies by courses, addressing a gap noted in prior studies (Moeller Jeremy Moeller and colleagues showing improved et al., 2018). student performance when pre-class videos replace By addressing these objectives, this research seeks to passive lectures (Moeller et al., 2018). Digital tools like bridge the gap between theoretical pedagogical interactive simulations (e.g., the Interactive Physiology advancements and practical, scalable teaching series by Pearson) and adaptive learning platforms strategies in physiology education. The findings will (e.g., Smart Sparrow) have been empirically supported equip educators with evidence-based tools to optimize by Joel Michael’s work on visualization in physiology curricula, particularly in preparing students for clinical education (Michael et al., 2017). applications where conceptual mastery is critical. Despite these advances, gaps remain in implementing METHODS these methods universally, particularly in resource- This study emp