Exploring Physiological Knowledge through Models: A Pathway to Innovation in Medical Education

Exploring Physiological Knowledge through Models: A Pathway to Innovation in Medical Education | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Research Article Exploring Physiological Knowledge through Models: A Pathway to Innovation in Medical Education Dongyang Li, Caicai Zhang, Jing Fang, Haitao Liu, Hanyi Jiao, and 4 more This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-6027445/v1 This work is licensed under a CC BY 4.0 License Status: Posted Version 1 posted You are reading this latest preprint version Abstract Background: Physiology is a cornerstone of medical education, offering vital insights into human body functions and health principles. Traditional teaching often emphasizes theory, which may not fully develop students' understanding of complex concepts. Recent pedagogical methods promote active learning through hands-on activities, enhancing comprehension and retention. Methods: A questionnaire was administered to 43 medical students after they engaged in model making activities that allowed them to construct representations of physiological systems based on their understanding. The questionnaire focused on assessing the impact of model making on knowledge acquisition, creativity enhancement, and interest in physiology. Results: The findings reveal that 83.72% (n=43) of students felt model making significantly improved their understanding of foundational physiological principles. Over 90% (n=43) reported enhanced problem-solving abilities, and 51.16% (n=43) acknowledged a significant increase in creativity. Moreover, more than 79% (n=43) of students expressed increased interest and engagement in learning and recommended using it in the classroom. Conclusion: Integration of model making into physiology curricula proves to be an effective strategy for deepening students' comprehension of physiologic concepts while fostering critical thinking, creativity, and collaboration. These findings suggest that adopting this hands-on approach may enhance medical education and better prepare future healthcare professionals for clinical challenges. Physiology teaching model making creativity self-study Figures Figure 1 Figure 2 Figure 3 Figure 4 Background Medical education, particularly in the field of physiology, plays a critical role in preparing future medical staff [ 1 ]. Understanding complex physiological mechanisms is crucial for medical students, as it helps them with the knowledge necessary to diagnose, treat, and manage various medical conditions [ 2 ]. For instance, knowledge of cardiovascular physiology is essential for diagnosing and treating heart conditions, while an understanding of renal physiology is vital for managing kidney diseases. However, many medical students face challenges in understanding the physiological concepts. These challenges often stem from traditional teaching methods, which limit the development of students in the acquisition of competencies such as communication, critical thinking [ 3 ] and teamwork. Consequently, students often resort to rote memorization rather than developing a genuine understanding of physiological mechanisms. Traditional teaching methods can achieve the goal of imparting basic knowledge, but they often have several limitations. One of the most pressing issues is their inability to cultivate innovation and critical thinking in students [ 4 ]. The healthcare field constantly evolves, requiring medical practitioners to think creatively and adaptively in their approaches to patient care and medical advancements [ 5 ] [ 6 ] [ 7 ]. The emphasis on memorization can stifle students' curiosity and their desire to explore beyond the curriculum. Furthermore, the lack of interactive [ 8 ]and hands-on learning [ 9 ] opportunities can lead to disengagement and diminished motivation. When students do not see the relevance of their studies to real-world applications, they may struggle to envision how physiological concepts translate into clinical practice. Therefore, whether in laboratory courses [ 7 ] or theoretical classes [ 2 ], we need to change our teaching methods to enhance innovative capability. To address these challenges, some medical schools have begun to implement reforms aimed at revitalizing the educational landscape. For example, institutions are increasingly exploring interactive and engaging methods such as on-stage quiz competitions [ 10 ], interactive discussions [ 11 ], flipped classrooms [ 12 ], gaming versus lecturing [ 13 ] and integrating ChatGPT [ 14 ]. These initiatives not only make learning more enjoyable but also foster active participation and teamwork among students. This paper aims to articulate the significance of physiology courses in medical education, highlight the challenges students encounter, and propose a novel approach that leverages model making as an educational tool. By engaging students in hands-on model construction, we can enhance their comprehension of physiological concepts while simultaneously fostering innovation, a dual benefit that can reshape the learning experience. Methods Sample and data collection After learning physiology, we held extracurricular activities. Students volunteered to participate in the activity. A total of 23 groups and each group comprised two to three individuals. This study adhered to the principles of the Declaration of Helsinki and was obtained informed consent from each participant. Students created models based on any physiological knowledge they were interested in, according to their understanding. During this process, they presented the sources of their inspiration, how physiological knowledge was reflected in the models, and related content expansions. Questionnaire After activity, we conducted a survey in the form of a questionnaire to assess the impact of model-making on three aspects: enhancing understanding of physiological knowledge, fostering creativity, and stimulating interest in physiological research. Each question was divided into five response options: strongly agree, agree, neutral, disagree, and strongly disagree. The questionnaire survey was developed for this study (supplementary material). A total of 43 individuals participated in the survey. Results To address these challenges, we have integrated model making activities into our physiology teaching (Table1). By engaging students in the hands-on construction of models to deepen their understanding of physiological concepts, promoting innovation while stimulating interest in the study of physiology. Theoretical Knowledge Mastery After model making, students understood fundamental physiological principles. The survey findings indicate that engaging significantly enhances students' understanding of fundamental physiological principles. Most participants reported that constructing models compelled them to revisit and consolidate their theoretical knowledge. Specifically, 48.84% (n=43) of students noted that model making helps a lot with understanding physiological knowledge. 34.88% (n=43) of students thought it helped much, and only 4.66% (n=43) of students did not like this (Fig. 1A). Students expressed that the experience of making models allowed them to visualize and comprehend the spatial and functional relationships between various components of physiological systems. For instance, by using the intrapulmonary pressure model to fully understand the concept and significance of intrapulmonary pressure, it is known that dipalmitoyl phosphatidyl choline reduces the surface tension of the alveolar and prevents lung collapse at the end of expiration (Table 1). Additionally, students commented on the enjoyment and satisfaction derived from creating something tangible that represented complex physiological ideas. These findings suggest that model making can serve as a powerful tool for reinforcing learning in physiology, which is similar to the previous study [15]. Furthermore, students thought that model making not only helps them to understand complex concepts and processes, but also other abilities such as improving memory and consolidated knowledge and self-study capabilities. Otherwise, more students think that the activity increases their interest in the study of physiology and helps them to understand complex concepts and processes. Moreover, more than 75% (n=43) of the participants felt that the model making experience facilitated autonomous and inquiry-based learning (Fig. 1B). Students reported feeling empowered to explore topics beyond the syllabus, as the creative process sparked questions and discussions that sparked further research. This inclination towards self-directed learning is vital in fostering lifelong learning habits, which are crucial in the ever-evolving field of medicine [16] [17]. Problem-solving Skills and Creativity Enhancement The results of our survey also highlight the substantial impact of the model making initiative on students' practical abilities. Approximately 90% (n=43) of the participants indicated that the hands-on experience significantly improved their problem-solving abilities (Fig. 2A). Many students reported facing unexpected challenges during the model construction process, such as structural stability, proportionality, and accuracy in representation. Overcoming these challenges necessitated critical thinking and creative solutions, thereby enhancing their ability to tackle similar problems in future clinical work [18] [19]. Beyond enhancing understanding, model making has contributed to improving students' imagination and creativity, with 51.16% (n=43) of students feeling the significant effect, and 44.19% (n=43) believing it had some effect. Of course, there were also a small number of students who felt it had no impact (Fig. 2B). The process of creating models requires creativity, problem solving skills, and critical thinking—attributes that are essential for future medical professionals [19, 20]. By encouraging students to experiment with different materials and approaches to model construction, we are fostering an environment where innovation can advance. Stimulation of Learning Interest The survey findings also emphasized the model making initiative's effectiveness in igniting students' curiosity and passion for physiology. 34.88% (n=43) of respondents indicated that engaging in model making activities significantly enhanced their interest in physiological concepts, while 44.19% (n=43) of respondents found it helpful, 16.28% (n=43) of respondents found it helps a little, 2.33% (n=43) of respondents found it helps minimally, and 2.33% (n=43) respondent felt it did not helpful (Fig. 3A). Many students expressed that the hands-on nature of model making made learning more enjoyable and interactive, providing a refreshing contrast to traditional lecture-based education. This is not limited to physiology; it can also be applied to many other fields. Students felt that models provided a unique way to visualize and comprehend abstract concepts, prompting them to delve deeper into the physiological processes involved. For instance, creating a model of skeletal muscle contraction discussions about sarcomere composition, sliding filament processes, and calcium ion interactions, leading many students to pursue additional resources to expand their knowledge further. As a result, many students reported that such activities made them feel a sense of participation in the learning process (Fig. 3B) and strongly supported the incorporation of model making into classroom activities (Fig. 3C). Similarly, 46.51% (n=43) of the students strongly recommend using models in the course, while another 46.51% (n=43) believe that using models in classroom teaching is necessary. A small number of students, however, feel that it is unnecessary (Fig. 3D). Discussion The teaching of physiology, as a component of medical education, often involves complex concepts and intricate processes that students must grasp to ensure a comprehensive understanding of human body functions. Traditional methods of instruction, primarily based on lectures and theoretical discussions, may sometimes fail to engage students fully and provide a robust understanding of intricate concepts. In contrast, model making activities can serve as a highly effective pedagogical tool for enhancing students' comprehension of physiological knowledge. Additionally, it will address how these activities contribute to the development of practical skills, creativity, and teamwork among students. Enhancing Comprehension of Physiological knowledge Medical students often feel overwhelmed by the excessive amount of knowledge they need to learn, and most students are unaware of how to study effectively and improve their memory [21]. The integration of model making into physiology education presents a unique avenue for deepening students' comprehension of complex physiological concepts and processes. Traditional lecturing methods often leave gaps in understanding, particularly in a field as intricate as physiology where dynamic processes can be challenging to visualize. Research shows that hands-on activities can increase memory retention as students actively engage with the production [22]. As Figure 1 shows, experiential learning significantly enhances memory retention, and model making allows students to experience physiological concepts firsthand. By making models, students are often required to research and understand the structures or systems they are depicting, thereby leading to a more profound exploration of physiological knowledge. This active engagement can enhance self-learning ability, stimulate curiosity and deepen understanding, facilitating a transition from rote memorization to a more nuanced grasp of medical knowledge. Developing Problem-Solving Abilities and Creativity The insights gleaned from our survey highlight that model making activities significantly contribute to the development of practical skills essential for students pursuing careers in the medical and health sciences. One of the key benefits of engaging in model making is the improvement of students’ manual dexterity and problem-solving abilities. As students work with various materials and tools to create accurate representations of physiological structures, they develop fine motor skills and learn to approach problems visually and tangibly. This enhanced manual competency is particularly significant for medical students, who will later apply similar fine motor skills in procedures and surgeries [18]. The primary objective of education across all tiers is the capacity to cultivate and nurture students' creativity [20]. Furthermore, among the elements analyzed in Mohammad's research, factors aside from the field of study and educational level exerted no considerable influence on students' creativity [23]. In our research, the imaging and innovation of students were improved (Fig. 2B). Therefore, using model making can help to enhance students' creativity. In addition to innovative thinking, the students emphasized that model making enhances collaboration among peers. Projects often require students to brainstorm, share ideas, and work together toward a common goal, which can improve their ability to articulate thoughts, listen to others, and negotiate solutions to challenges. This teamwork aspect aligns well with the collaborative nature of modern healthcare, where interdisciplinary collaboration is paramount for effective patient care and research [24]. Engaging in model making thus prepares students not only academically but also socially and professionally, equipping them with the skills necessary for future success [25]. Stimulating Interest and Curiosity in Learning The role of model making extends beyond academic and practical benefits; it plays a significant role in igniting students' enthusiasm for learning physiology. The creative process of designing and building models can activate students’ curiosity and motivate them to explore physiological concepts further [26]. When students see their peers actively engaged in the construction of models, a peer-to-peer learning environment is fostered, encouraging all involved to delve deeper into their studies. Making models enhanced student’s participation, rather than relying on teachers to impart knowledge. This increase in engagement has significantly stimulated students' interest in learning; they are no longer just passive listeners but active learners (Fig. 3B). As participation increases, so does students' comprehension ability. Many concepts in physiology can often be abstract and difficult to understand, but through hands-on participation in model creation and research, students are able to combine theory with practice, thereby building a more vivid and multidimensional knowledge system. Therefore, most students recommend the use of model making in physiology classes (Fig. 3C). However, it is important to note the limitations of model making as compared to traditional teaching methods. One of the primary disadvantages of this approach is time-consuming, requiring significant preparation and resources. Instructors may need to invest additional time in guiding students through the modeling process, which could detract from covering the breadth of the curriculum. Furthermore, not all students may feel comfortable with hands-on activities, and some may prefer traditional lecture formats (Fig. 3D). It is essential for educators to strike a balance between different teaching methods to accommodate diverse learning preferences. Conclusion In conclusion, model making activities represent a powerful tool for enhancing the understanding of physiological concepts. By providing a hands-on, interactive learning experience, these activities can improve memory, promote students' problem-solving and innovation skills, increase participation in learning, and enhance self-learning abilities. We quantified these various aspects with a score ranging from 0 to 10, divided into five levels. Our analysis revealed that model making scored relatively high in terms of its contribution to learning physiology, enhancing innovation capabilities, and increasing participation (Fig. 4 ). Therefore, we can conclude that model making not only effectively facilitates students' comprehension of complex physiological concepts but also stimulates their creative thinking and motivation for active learning, which is important for future problem-solving in medical practice. Based on these findings, we strongly recommend actively promoting model making activities in physiology education to improve overall teaching effectiveness and better cultivate medical talent. Declarations Ethics approval and consent to participate The need of ethical approval was waived by the Ethics Committee of Hainan Medical University. All participating students voluntarily took part in the activity and filled out the survey questionnaire. The informed consent to participate in this study was obtained from each participant on the front page of the questionnaire. Consent for publication Not applicable. Availability of data and materials All data produced in the course of this study are contained within this published article. Competing interests The authors declare they have no conflicts of interest. Funding This work was supported by the Education Department of Hainan Province, under Grant Hnjg2022ZD-29, Hnjg2024ZD-38, Hnjg2022ZD-4 and Hnjg2024-84, and supported by Education and Research Project of Hainan Medical University, under Grant HYYB202349, HYKCPY202335. Authors' contributions Dongyang Li conceived the idea and managed the research. Dongyang Li, QiFang Weng, Danmei Wang, and Zhanling Dong participated in the activities, while CaiCai Zhang, HanYi Jiao, and Han Wang designed the survey questionnaires and supervised the data collection. Dongyang Li, CaiCai Zhang, Jing Fang, and Haitao Liu were involved in data collection and drafted the initial manuscript. All authors reviewed the manuscript and agreed to submit it to the journal. Acknowledgments The author expresses gratitude to the participants for their valuable time and professional insights. References Natochin Iu V: [Physiology, biomedicine, medicine] . Usp Fiziol Nauk 2008, 39 (2):8-31. Wei X, Xu T, Guo R, Tan Z, Xin W: Physiology education in China: the current situation and changes over the past 3 decades . BMC Med Educ 2024, 24 (1):408. Aldiabat K, Alsrayheen E, Aquino-Russell C, Al-Qadire M, Al Rawajfah O, Al Sabei SD: Differences in critical thinking skills between nursing students on a fast-track versus traditional 4-year programme . Br J Nurs 2021, 30 (7):434-439. Hudson JN, Farmer EA, Weston KM, Bushnell JA: Using a framework to implement large-scale innovation in medical education with the intent of achieving sustainability . BMC Med Educ 2015, 15 :2. 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Catena RD, Carbonneau KJ: Guided Hands-On Activities Can Improve Student Learning in a Lecture-Based Qualitative Biomechanics Course . Anat Sci Educ 2019, 12 (5):485-493. Amiri M, Khosravi A, Chaman R, Sadeghi Z, Raei M: Creativity and its determinants among medical students . J Educ Health Promot 2020, 9 :320. McKinley TF, Real FJ, Herrmann LE, Klein M: Teamwork makes medical education research training work . Med Educ 2024, 58 (5):633-634. Bordonaro M: Too much of a good thing? Teamwork in medical education . Med Teach 2024:1-2. Heltne SF, Hovdenakk S, Kvernenes M, Tenstad O: Study preferences and exam outcomes in medical education: insights from renal physiology . BMC Med Educ 2024, 24 (1):973. Table Table 1 is available in the Supplementary Files section. Additional Declarations No competing interests reported. Supplementary Files Questionnaire.pdf Table1.docx Cite Share Download PDF Status: Posted Version 1 posted You are reading this latest preprint version Research Square lets you share your work early, gain feedback from the community, and start making changes to your manuscript prior to peer review in a journal. As a division of Research Square Company, we’re committed to making research communication faster, fairer, and more useful. We do this by developing innovative software and high quality services for the global research community. Our growing team is made up of researchers and industry professionals working together to solve the most critical problems facing scientific publishing. Also discoverable on Platform About Our Team In Review Editorial Policies Advisory Board Help Center Resources Author Services Accessibility API Access RSS feed Manage Cookie Preferences © Research Square 2026 | ISSN 2693-5015 (online) Privacy Policy Terms of Service Do Not Sell My Personal Information {"props":{"pageProps":{"initialData":{"identity":"rs-6027445","acceptedTermsAndConditions":true,"allowDirectSubmit":true,"archivedVersions":[],"articleType":"Research Article","associatedPublications":[],"authors":[{"id":443437939,"identity":"1bbc9e6f-6e97-4f76-946e-ca9ebb711710","order_by":0,"name":"Dongyang Li","email":"","orcid":"","institution":"Hainan Medical University","correspondingAuthor":false,"prefix":"","firstName":"Dongyang","middleName":"","lastName":"Li","suffix":""},{"id":443437940,"identity":"ec3c3976-2512-4468-95db-0c7cf97772c3","order_by":1,"name":"Caicai Zhang","email":"","orcid":"","institution":"Hainan Medical University","correspondingAuthor":false,"prefix":"","firstName":"Caicai","middleName":"","lastName":"Zhang","suffix":""},{"id":443437941,"identity":"302c1563-0359-4781-9f20-f37422d9657f","order_by":2,"name":"Jing Fang","email":"","orcid":"","institution":"Heilongjiang University of Chinese Medicine","correspondingAuthor":false,"prefix":"","firstName":"Jing","middleName":"","lastName":"Fang","suffix":""},{"id":443437942,"identity":"bf4428e0-f8c8-4c6f-b17e-92641e9b20fc","order_by":3,"name":"Haitao Liu","email":"","orcid":"","institution":"Hong Kong Baptist University","correspondingAuthor":false,"prefix":"","firstName":"Haitao","middleName":"","lastName":"Liu","suffix":""},{"id":443437943,"identity":"34a8a221-cd36-41ae-9879-76df13e3344b","order_by":4,"name":"Hanyi Jiao","email":"","orcid":"","institution":"Hainan Medical University","correspondingAuthor":false,"prefix":"","firstName":"Hanyi","middleName":"","lastName":"Jiao","suffix":""},{"id":443437944,"identity":"94c19593-97f5-42a7-86b3-f834ff9d6d47","order_by":5,"name":"Qifang Weng","email":"","orcid":"","institution":"Hainan Medical University","correspondingAuthor":false,"prefix":"","firstName":"Qifang","middleName":"","lastName":"Weng","suffix":""},{"id":443437945,"identity":"09d2953a-c8dd-4a41-978c-f1057c3824dc","order_by":6,"name":"Han Wang","email":"","orcid":"","institution":"Hainan Medical University","correspondingAuthor":false,"prefix":"","firstName":"Han","middleName":"","lastName":"Wang","suffix":""},{"id":443437946,"identity":"b8ca1b36-3d77-410b-a19b-83be1c1222e8","order_by":7,"name":"Danmei Wang","email":"","orcid":"","institution":"Hainan Medical University","correspondingAuthor":false,"prefix":"","firstName":"Danmei","middleName":"","lastName":"Wang","suffix":""},{"id":443437947,"identity":"16621a18-5bab-4edf-abc9-b796bf860c0f","order_by":8,"name":"Zhanling Dong","email":"data:image/png;base64,iVBORw0KGgoAAAANSUhEUgAAAZAAAAAyAQMAAABI0h/eAAAABlBMVEX///8AAABVwtN+AAAACXBIWXMAAA7EAAAOxAGVKw4bAAAAyklEQVRIiWNgGAWjYBACfobDhx///GNjx8/eQKQWycZjacaMDWnJkj0HiNRicPiMgTRjw2HGDTMSiHXZsTMGxoU70pgNJB9vvMFQYxNNUAdjz7GCxzPP2PCZS6cVWzAcS8ttIKSFWeLwBgMetjRmy9k5ZhJAFxLWwib/wECChw3ol5tniNTCw3DEQJq3DajlBg+RWiSAzjeccQYUyEC/JBDjF/sDhw8/+FABisrDG298qLEhrAUZGEgkkKIcooVUHaNgFIyCUTAyAAD6F0SwR2p5EQAAAABJRU5ErkJggg==","orcid":"","institution":"Hainan Medical University","correspondingAuthor":true,"prefix":"","firstName":"Zhanling","middleName":"","lastName":"Dong","suffix":""}],"badges":[],"createdAt":"2025-02-14 05:23:09","currentVersionCode":1,"declarations":"","doi":"10.21203/rs.3.rs-6027445/v1","doiUrl":"https://doi.org/10.21203/rs.3.rs-6027445/v1","draftVersion":[],"editorialEvents":[],"editorialNote":"","failedWorkflow":false,"files":[{"id":80731235,"identity":"9021b96c-2453-4450-a2e0-32162b6bc840","added_by":"auto","created_at":"2025-04-16 12:38:16","extension":"jpeg","order_by":1,"title":"Figure 1","display":"","copyAsset":false,"role":"figure","size":160020,"visible":true,"origin":"","legend":"\u003cp\u003e\u003cstrong\u003eThe impact of model-making on learning physiology.\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eA. 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A survey questionnaire on the impact of model making on improving problem-solving skills, and enhancing creativity.\u003c/p\u003e","description":"","filename":"floatimage3.jpeg","url":"https://assets-eu.researchsquare.com/files/rs-6027445/v1/bdb743fbe44b00c4edae1631.jpeg"},{"id":80731265,"identity":"c05662c1-8b5f-4c4a-b699-e5ea6eb1241e","added_by":"auto","created_at":"2025-04-16 12:38:18","extension":"jpeg","order_by":3,"title":"Figure 3","display":"","copyAsset":false,"role":"figure","size":195144,"visible":true,"origin":"","legend":"\u003cp\u003e\u003cstrong\u003eThe effect of model making on the interest in study of physiology.\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eA-D. A survey questionnaire on the impact of model making on increasing interest, participation in learning, the frequency of use in the classroom, and introduce model making in physiology courses.\u003c/p\u003e","description":"","filename":"floatimage4.jpeg","url":"https://assets-eu.researchsquare.com/files/rs-6027445/v1/9fe09ef5abf07cf5eaaa6e82.jpeg"},{"id":80731248,"identity":"f4081444-1fc7-4be0-9568-d9e49115e930","added_by":"auto","created_at":"2025-04-16 12:38:17","extension":"jpeg","order_by":4,"title":"Figure 4","display":"","copyAsset":false,"role":"figure","size":159111,"visible":true,"origin":"","legend":"\u003cp\u003e\u003cstrong\u003eThe effect of model making on the study of physiology.\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eQuantified five aspects with a score ranging from 0 to 10, divided into five levels. The red lines are 10, blue lines are 7.5, magenta lines are 5, orange lines are 5, and green lines are 0\u003c/p\u003e","description":"","filename":"floatimage5.jpeg","url":"https://assets-eu.researchsquare.com/files/rs-6027445/v1/ae0e44e3cfc3d894f2fa83cb.jpeg"},{"id":83996605,"identity":"ba949764-0c9e-4f72-9e01-355fb58379b0","added_by":"auto","created_at":"2025-06-05 13:38:59","extension":"pdf","order_by":0,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":2191591,"visible":true,"origin":"","legend":"","description":"","filename":"manuscript.pdf","url":"https://assets-eu.researchsquare.com/files/rs-6027445/v1/f4eb8897-e3e6-4a25-bf05-cec2ef947438.pdf"},{"id":80731874,"identity":"faffd7c7-14b4-4753-bf2f-16983e5ed596","added_by":"auto","created_at":"2025-04-16 12:46:17","extension":"pdf","order_by":1,"title":"","display":"","copyAsset":false,"role":"supplement","size":67479,"visible":true,"origin":"","legend":"","description":"","filename":"Questionnaire.pdf","url":"https://assets-eu.researchsquare.com/files/rs-6027445/v1/04bca17996b9183dad2de80e.pdf"},{"id":80731232,"identity":"6184e799-6989-4af9-9938-484de8081feb","added_by":"auto","created_at":"2025-04-16 12:38:16","extension":"docx","order_by":2,"title":"","display":"","copyAsset":false,"role":"supplement","size":289854,"visible":true,"origin":"","legend":"","description":"","filename":"Table1.docx","url":"https://assets-eu.researchsquare.com/files/rs-6027445/v1/2b2b0bfa4c3839725476a875.docx"}],"financialInterests":"No competing interests reported.","formattedTitle":"Exploring Physiological Knowledge through Models: A Pathway to Innovation in Medical Education","fulltext":[{"header":"Background","content":"\u003cp\u003eMedical education, particularly in the field of physiology, plays a critical role in preparing future medical staff [\u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e1\u003c/span\u003e]. Understanding complex physiological mechanisms is crucial for medical students, as it helps them with the knowledge necessary to diagnose, treat, and manage various medical conditions [\u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2\u003c/span\u003e]. For instance, knowledge of cardiovascular physiology is essential for diagnosing and treating heart conditions, while an understanding of renal physiology is vital for managing kidney diseases. However, many medical students face challenges in understanding the physiological concepts. These challenges often stem from traditional teaching methods, which limit the development of students in the acquisition of competencies such as communication, critical thinking [\u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e3\u003c/span\u003e] and teamwork. Consequently, students often resort to rote memorization rather than developing a genuine understanding of physiological mechanisms.\u003c/p\u003e \u003cp\u003eTraditional teaching methods can achieve the goal of imparting basic knowledge, but they often have several limitations. One of the most pressing issues is their inability to cultivate innovation and critical thinking in students [\u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e4\u003c/span\u003e]. The healthcare field constantly evolves, requiring medical practitioners to think creatively and adaptively in their approaches to patient care and medical advancements [\u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e5\u003c/span\u003e] [\u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e6\u003c/span\u003e] [\u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e7\u003c/span\u003e]. The emphasis on memorization can stifle students' curiosity and their desire to explore beyond the curriculum. Furthermore, the lack of interactive [\u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e8\u003c/span\u003e]and hands-on learning [\u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e9\u003c/span\u003e] opportunities can lead to disengagement and diminished motivation. When students do not see the relevance of their studies to real-world applications, they may struggle to envision how physiological concepts translate into clinical practice. Therefore, whether in laboratory courses [\u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e7\u003c/span\u003e] or theoretical classes [\u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2\u003c/span\u003e], we need to change our teaching methods to enhance innovative capability. To address these challenges, some medical schools have begun to implement reforms aimed at revitalizing the educational landscape. For example, institutions are increasingly exploring interactive and engaging methods such as on-stage quiz competitions [\u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e10\u003c/span\u003e], interactive discussions [\u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e11\u003c/span\u003e], flipped classrooms [\u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e12\u003c/span\u003e], gaming versus lecturing [\u003cspan citationid=\"CR13\" class=\"CitationRef\"\u003e13\u003c/span\u003e] and integrating ChatGPT [\u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e14\u003c/span\u003e]. These initiatives not only make learning more enjoyable but also foster active participation and teamwork among students.\u003c/p\u003e \u003cp\u003eThis paper aims to articulate the significance of physiology courses in medical education, highlight the challenges students encounter, and propose a novel approach that leverages model making as an educational tool. By engaging students in hands-on model construction, we can enhance their comprehension of physiological concepts while simultaneously fostering innovation, a dual benefit that can reshape the learning experience.\u003c/p\u003e"},{"header":"Methods","content":"\u003cp\u003e\u003cstrong\u003eSample and data collection\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eAfter learning physiology, we held extracurricular activities. Students volunteered to participate in the activity. A total of 23 groups and each group comprised two to three individuals. This study adhered to the principles of the Declaration of Helsinki and was obtained informed consent from each participant. Students created models based on any physiological knowledge they were interested in, according to their understanding. During this process, they presented the sources of their inspiration, how physiological knowledge was reflected in the models, and related content expansions.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eQuestionnaire\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eAfter activity, we conducted a survey in the form of a questionnaire to assess the impact of model-making on three aspects: enhancing understanding of physiological knowledge, fostering creativity, and stimulating interest in physiological research. Each question was divided into five response options: strongly agree, agree, neutral, disagree, and strongly disagree. The questionnaire survey was developed for this study (supplementary material). A total of 43 individuals participated in the survey.\u003c/p\u003e"},{"header":"Results","content":"\u003cp\u003eTo address these challenges, we have integrated model making activities into our physiology teaching (Table1). By engaging students in the hands-on construction of models to deepen their understanding of physiological concepts, promoting innovation while stimulating interest in the study of physiology.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eTheoretical Knowledge Mastery\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eAfter model making, students understood fundamental physiological principles. The survey findings indicate that engaging significantly enhances students\u0026apos; understanding of fundamental physiological principles. Most participants reported that constructing models compelled them to revisit and consolidate their theoretical knowledge. Specifically, 48.84% (n=43) of students noted that model making helps a lot with understanding physiological knowledge. 34.88% (n=43) of students thought it helped much, and only 4.66% (n=43) of students did not like this (Fig. 1A). Students expressed that the experience of making models allowed them to visualize and comprehend the spatial and functional relationships between various components of physiological systems. For instance, by using the intrapulmonary pressure model to fully understand the concept and significance of intrapulmonary pressure, it is known that dipalmitoyl phosphatidyl choline reduces the surface tension of the alveolar and prevents lung collapse at the end of expiration (Table 1). Additionally, students commented on the enjoyment and satisfaction derived from creating something tangible that represented complex physiological ideas. These findings suggest that model making can serve as a powerful tool for reinforcing learning in physiology, which is similar to the previous study [15].\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eFurthermore, students thought that model making not only helps them to understand complex concepts and processes, but also other abilities such as improving memory and consolidated knowledge and self-study capabilities. Otherwise, more students think that the activity increases their interest in the study of physiology and helps them to understand complex concepts and processes. Moreover, more than 75% (n=43) of the participants felt that the model making experience facilitated autonomous and inquiry-based learning (Fig. 1B). Students reported feeling empowered to explore topics beyond the syllabus, as the creative process sparked questions and discussions that sparked further research. This inclination towards self-directed learning is vital in fostering lifelong learning habits, which are crucial in the ever-evolving field of medicine [16] [17].\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eProblem-solving Skills and Creativity Enhancement\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe results of our survey also highlight the substantial impact of the model making initiative on students\u0026apos; practical abilities. Approximately 90% (n=43) of the participants indicated that the hands-on experience significantly improved their problem-solving abilities (Fig. 2A). Many students reported facing unexpected challenges during the model construction process, such as structural stability, proportionality, and accuracy in representation. Overcoming these challenges necessitated critical thinking and creative solutions, thereby enhancing their ability to tackle similar problems in future clinical work [18] [19].\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eBeyond enhancing understanding, model making has contributed to improving students\u0026apos; imagination and creativity, with 51.16% (n=43) of students feeling the significant effect, and 44.19% (n=43) believing it had some effect. Of course, there were also a small number of students who felt it had no impact (Fig. 2B). The process of creating models requires creativity, problem solving skills, and critical thinking\u0026mdash;attributes that are essential for future medical professionals [19, 20]. By encouraging students to experiment with different materials and approaches to model construction, we are fostering an environment where innovation can advance.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eStimulation of Learning Interest\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe survey findings also emphasized the model making initiative\u0026apos;s effectiveness in igniting students\u0026apos; curiosity and passion for physiology. 34.88% (n=43) of respondents indicated that engaging in model making activities significantly enhanced their interest in physiological concepts, while 44.19% (n=43) of respondents found it helpful, 16.28% (n=43) of respondents found it helps a little, 2.33% (n=43) of respondents found it helps minimally, and 2.33% (n=43) respondent felt it did not helpful (Fig. 3A). Many students expressed that the hands-on nature of model making made learning more enjoyable and interactive, providing a refreshing contrast to traditional lecture-based education. This is not limited to physiology; it can also be applied to many other fields.\u003c/p\u003e\n\u003cp\u003eStudents felt that models provided a unique way to visualize and comprehend abstract concepts, prompting them to delve deeper into the physiological processes involved. For instance, creating a model of skeletal muscle contraction discussions about sarcomere composition, sliding filament processes, and calcium ion interactions, leading many students to pursue additional resources to expand their knowledge further. As a result, many students reported that such activities made them feel a sense of participation in the learning process (Fig. 3B) and strongly supported the incorporation of model making into classroom activities (Fig. 3C). Similarly, 46.51% (n=43) of the students strongly recommend using models in the course, while another 46.51% (n=43) believe that using models in classroom teaching is necessary. A small number of students, however, feel that it is unnecessary (Fig. 3D).\u003c/p\u003e"},{"header":"Discussion","content":"\u003cp\u003eThe teaching of physiology, as a component of medical education, often involves complex concepts and intricate processes that students must grasp to ensure a comprehensive understanding of human body functions. Traditional methods of instruction, primarily based on lectures and theoretical discussions, may sometimes fail to engage students fully and provide a robust understanding of intricate concepts. In contrast, model making activities can serve as a highly effective pedagogical tool for enhancing students\u0026apos; comprehension of physiological knowledge. Additionally, it will address how these activities contribute to the development of practical skills, creativity, and teamwork among students.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eEnhancing Comprehension of Physiological knowledge\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eMedical students often feel overwhelmed by the excessive amount of knowledge they need to learn, and most students are unaware of how to study effectively and improve their memory [21]. The integration of model making into physiology education presents a unique avenue for deepening students\u0026apos; comprehension of complex physiological concepts and processes. Traditional lecturing methods often leave gaps in understanding, particularly in a field as intricate as physiology where dynamic processes can be challenging to visualize. Research shows that hands-on activities can increase memory retention as students actively engage with the production [22]. \u0026nbsp;\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eAs Figure 1 shows, experiential learning significantly enhances memory retention, and model making allows students to experience physiological concepts firsthand. By making models, students are often required to research and understand the structures or systems they are depicting, thereby leading to a more profound exploration of physiological knowledge. This active engagement can enhance self-learning ability, stimulate curiosity and deepen understanding, facilitating a transition from rote memorization to a more nuanced grasp of medical knowledge. \u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eDeveloping Problem-Solving Abilities and Creativity\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe insights gleaned from our survey highlight that model making activities significantly contribute to the development of practical skills essential for students pursuing careers in the medical and health sciences. One of the key benefits of engaging in model making is the improvement of students\u0026rsquo; manual dexterity and problem-solving abilities. As students work with various materials and tools to create accurate representations of physiological structures, they develop fine motor skills and learn to approach problems visually and tangibly. This enhanced manual competency is particularly significant for medical students, who will later apply similar fine motor skills in procedures and surgeries [18].\u003c/p\u003e\n\u003cp\u003eThe primary objective of education across all tiers is the capacity to cultivate and nurture students\u0026apos; creativity [20]. Furthermore, among the elements analyzed in Mohammad\u0026apos;s research, factors aside from the field of study and educational level exerted no considerable influence on students\u0026apos; creativity [23]. In our research, the imaging and innovation of students were improved (Fig. 2B). Therefore, using model making can help to enhance students\u0026apos; creativity.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eIn addition to innovative thinking, the students emphasized that model making enhances collaboration among peers. Projects often require students to brainstorm, share ideas, and work together toward a common goal, which can improve their ability to articulate thoughts, listen to others, and negotiate solutions to challenges. This teamwork aspect aligns well with the collaborative nature of modern healthcare, where interdisciplinary collaboration is paramount for effective patient care and research [24]. Engaging in model making thus prepares students not only academically but also socially and professionally, equipping them with the skills necessary for future success [25].\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eStimulating Interest and Curiosity in Learning\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe role of model making extends beyond academic and practical benefits; it plays a significant role in igniting students\u0026apos; enthusiasm for learning physiology. The creative process of designing and building models can activate students\u0026rsquo; curiosity and motivate them to explore physiological concepts further [26]. When students see their peers actively engaged in the construction of models, a peer-to-peer learning environment is fostered, encouraging all involved to delve deeper into their studies.\u003c/p\u003e\n\u003cp\u003eMaking models enhanced student\u0026rsquo;s participation, rather than relying on teachers to impart knowledge. This increase in engagement has significantly stimulated students\u0026apos; interest in learning; they are no longer just passive listeners but active learners (Fig. 3B). As participation increases, so does students\u0026apos; comprehension ability. Many concepts in physiology can often be abstract and difficult to understand, but through hands-on participation in model creation and research, students are able to combine theory with practice, thereby building a more vivid and multidimensional knowledge system. Therefore, most students recommend the use of model making in physiology classes (Fig. 3C). However, it is important to note the limitations of model making as compared to traditional teaching methods. One of the primary disadvantages of this approach is time-consuming, requiring significant preparation and resources. Instructors may need to invest additional time in guiding students through the modeling process, which could detract from covering the breadth of the curriculum. Furthermore, not all students may feel comfortable with hands-on activities, and some may prefer traditional lecture formats (Fig. 3D). It is essential for educators to strike a balance between different teaching methods to accommodate diverse learning preferences.\u003c/p\u003e"},{"header":"Conclusion","content":"\u003cp\u003eIn conclusion, model making activities represent a powerful tool for enhancing the understanding of physiological concepts. By providing a hands-on, interactive learning experience, these activities can improve memory, promote students' problem-solving and innovation skills, increase participation in learning, and enhance self-learning abilities. We quantified these various aspects with a score ranging from 0 to 10, divided into five levels. Our analysis revealed that model making scored relatively high in terms of its contribution to learning physiology, enhancing innovation capabilities, and increasing participation (Fig.\u0026nbsp;\u003cspan refid=\"Fig4\" class=\"InternalRef\"\u003e4\u003c/span\u003e). Therefore, we can conclude that model making not only effectively facilitates students' comprehension of complex physiological concepts but also stimulates their creative thinking and motivation for active learning, which is important for future problem-solving in medical practice. Based on these findings, we strongly recommend actively promoting model making activities in physiology education to improve overall teaching effectiveness and better cultivate medical talent.\u003c/p\u003e"},{"header":"Declarations","content":"\u003cp\u003e\u003cstrong\u003eEthics approval and consent to participate\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe need of ethical approval was waived by the Ethics Committee of Hainan Medical University. All participating students voluntarily took part in the activity and filled out the survey questionnaire. The informed consent to participate in this study was obtained from each participant on the front page of the questionnaire.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eConsent for publication\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eNot applicable.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAvailability of data and materials\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eAll data produced in the course of this study are contained within this published article.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eCompeting interests\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe authors declare they have no conflicts of interest.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eFunding\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThis work was supported by the Education Department of Hainan Province, under Grant Hnjg2022ZD-29, Hnjg2024ZD-38, Hnjg2022ZD-4 and Hnjg2024-84, and supported by Education and Research Project of Hainan Medical University, under Grant HYYB202349, HYKCPY202335.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAuthors\u0026apos; contributions\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eDongyang Li conceived the idea and managed the research. Dongyang Li, QiFang Weng, Danmei Wang, and Zhanling Dong participated in the activities, while CaiCai Zhang, HanYi Jiao, and Han Wang designed the survey questionnaires and supervised the data collection. Dongyang Li, CaiCai Zhang, Jing Fang, and Haitao Liu were involved in data collection and drafted the initial manuscript. All authors reviewed the manuscript and agreed to submit it to the journal.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAcknowledgments\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe author expresses gratitude to the participants for their valuable time and professional insights.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\n\u003cli\u003eNatochin Iu V: \u003cstrong\u003e[Physiology, biomedicine, medicine]\u003c/strong\u003e. \u003cem\u003eUsp Fiziol Nauk \u003c/em\u003e2008, \u003cstrong\u003e39\u003c/strong\u003e(2):8-31.\u003c/li\u003e\n\u003cli\u003eWei X, Xu T, Guo R, Tan Z, Xin W: \u003cstrong\u003ePhysiology education in China: the current situation and changes over the past 3 decades\u003c/strong\u003e. \u003cem\u003eBMC Med Educ \u003c/em\u003e2024, \u003cstrong\u003e24\u003c/strong\u003e(1):408.\u003c/li\u003e\n\u003cli\u003eAldiabat K, Alsrayheen E, Aquino-Russell C, Al-Qadire M, Al Rawajfah O, Al Sabei SD: \u003cstrong\u003eDifferences in critical thinking skills between nursing students on a fast-track versus traditional 4-year programme\u003c/strong\u003e. \u003cem\u003eBr J Nurs \u003c/em\u003e2021, \u003cstrong\u003e30\u003c/strong\u003e(7):434-439.\u003c/li\u003e\n\u003cli\u003eHudson JN, Farmer EA, Weston KM, Bushnell JA: \u003cstrong\u003eUsing a framework to implement large-scale innovation in medical education with the intent of achieving sustainability\u003c/strong\u003e. \u003cem\u003eBMC Med Educ \u003c/em\u003e2015, \u003cstrong\u003e15\u003c/strong\u003e:2.\u003c/li\u003e\n\u003cli\u003eSchoville R, Ross T, Anderson C: \u003cstrong\u003eThe Courage to Teach Nursing Innovation: Innovation Education, Content, and Strategies\u003c/strong\u003e. \u003cem\u003eNurse Educ \u003c/em\u003e2023, \u003cstrong\u003e48\u003c/strong\u003e(4):E137-E138.\u003c/li\u003e\n\u003cli\u003eBadowski D: \u003cstrong\u003eClinical Education: A Call for Innovation and Research\u003c/strong\u003e. \u003cem\u003eNurs Educ Perspect \u003c/em\u003e2023, \u003cstrong\u003e44\u003c/strong\u003e(1):3.\u003c/li\u003e\n\u003cli\u003eYang Y, Wu Y, Li J, Ding Y, Yang S, Yu P, Hao X, Wang F: \u003cstrong\u003e[Innovation ability-driven optimization of the experimental teaching of human anatomy and animal physiology]\u003c/strong\u003e. \u003cem\u003eSheng Wu Gong Cheng Xue Bao \u003c/em\u003e2022, \u003cstrong\u003e38\u003c/strong\u003e(3):1237-1247.\u003c/li\u003e\n\u003cli\u003eSong H, Cai L: \u003cstrong\u003eInteractive learning environment as a source of critical thinking skills for college students\u003c/strong\u003e. \u003cem\u003eBMC Med Educ \u003c/em\u003e2024, \u003cstrong\u003e24\u003c/strong\u003e(1):270.\u003c/li\u003e\n\u003cli\u003eYannier N, Hudson SE, Koedinger KR, Hirsh-Pasek K, Golinkoff RM, Munakata Y, Doebel S, Schwartz DL, Deslauriers L, McCarty L\u003cem\u003e et al\u003c/em\u003e: \u003cstrong\u003eActive learning: \u0026quot;Hands-on\u0026quot; meets \u0026quot;minds-on\u0026quot;\u003c/strong\u003e. \u003cem\u003eScience \u003c/em\u003e2021, \u003cstrong\u003e374\u003c/strong\u003e(6563):26-30.\u003c/li\u003e\n\u003cli\u003eMistry HA, Pathak N, Desai D, Dulera S, Mandli R: \u003cstrong\u003ePhysiology quiz competition: the game of education or entertainment?\u003c/strong\u003e \u003cem\u003eAdv Physiol Educ \u003c/em\u003e2024, \u003cstrong\u003e48\u003c/strong\u003e(1):88-91.\u003c/li\u003e\n\u003cli\u003eWarren N, Parker S, Khoo T, Cabral S, Turner J: \u003cstrong\u003eChallenges and solutions when developing online interactive psychiatric education\u003c/strong\u003e. \u003cem\u003eAustralas Psychiatry \u003c/em\u003e2020, \u003cstrong\u003e28\u003c/strong\u003e(3):359-362.\u003c/li\u003e\n\u003cli\u003eSivarajah RT, Curci NE, Johnson EM, Lam DL, Lee JT, Richardson ML: \u003cstrong\u003eA Review of Innovative Teaching Methods\u003c/strong\u003e. \u003cem\u003eAcad Radiol \u003c/em\u003e2019, \u003cstrong\u003e26\u003c/strong\u003e(1):101-113.\u003c/li\u003e\n\u003cli\u003eAlmashayek I, Al-Khateeb H, Bader M: \u003cstrong\u003eEffective Method for Nurses Education: Gaming versus Lecturing\u003c/strong\u003e. \u003cem\u003eAsian Pac J Cancer Prev \u003c/em\u003e2022, \u003cstrong\u003e23\u003c/strong\u003e(8):2633-2642.\u003c/li\u003e\n\u003cli\u003eAntoniou C, Pavlou A, Ikossi DG: \u003cstrong\u003eLet\u0026apos;s chat! 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A qualitative exploratory study\u003c/strong\u003e. \u003cem\u003eMed Teach \u003c/em\u003e2022, \u003cstrong\u003e44\u003c/strong\u003e(10):1158-1164.\u003c/li\u003e\n\u003cli\u003eAugustin M: \u003cstrong\u003eHow to learn effectively in medical school: test yourself, learn actively, and repeat in intervals\u003c/strong\u003e. \u003cem\u003eYale J Biol Med \u003c/em\u003e2014, \u003cstrong\u003e87\u003c/strong\u003e(2):207-212.\u003c/li\u003e\n\u003cli\u003eCatena RD, Carbonneau KJ: \u003cstrong\u003eGuided Hands-On Activities Can Improve Student Learning in a Lecture-Based Qualitative Biomechanics Course\u003c/strong\u003e. \u003cem\u003eAnat Sci Educ \u003c/em\u003e2019, \u003cstrong\u003e12\u003c/strong\u003e(5):485-493.\u003c/li\u003e\n\u003cli\u003eAmiri M, Khosravi A, Chaman R, Sadeghi Z, Raei M: \u003cstrong\u003eCreativity and its determinants among medical students\u003c/strong\u003e. \u003cem\u003eJ Educ Health Promot \u003c/em\u003e2020, \u003cstrong\u003e9\u003c/strong\u003e:320.\u003c/li\u003e\n\u003cli\u003eMcKinley TF, Real FJ, Herrmann LE, Klein M: \u003cstrong\u003eTeamwork makes medical education research training work\u003c/strong\u003e. \u003cem\u003eMed Educ \u003c/em\u003e2024, \u003cstrong\u003e58\u003c/strong\u003e(5):633-634.\u003c/li\u003e\n\u003cli\u003eBordonaro M: \u003cstrong\u003eToo much of a good thing? Teamwork in medical education\u003c/strong\u003e. \u003cem\u003eMed Teach \u003c/em\u003e2024:1-2.\u003c/li\u003e\n\u003cli\u003eHeltne SF, Hovdenakk S, Kvernenes M, Tenstad O: \u003cstrong\u003eStudy preferences and exam outcomes in medical education: insights from renal physiology\u003c/strong\u003e. \u003cem\u003eBMC Med Educ \u003c/em\u003e2024, \u003cstrong\u003e24\u003c/strong\u003e(1):973.\u003c/li\u003e\n\u003c/ol\u003e"},{"header":"Table","content":"\u003cp\u003eTable 1 is available in the Supplementary Files section.\u003c/p\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":false,"hideJournal":true,"highlight":"","institution":"","isAcceptedByJournal":false,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true},"keywords":"Physiology teaching, model making, creativity, self-study","lastPublishedDoi":"10.21203/rs.3.rs-6027445/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-6027445/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003cp\u003e\u003cstrong\u003eBackground: \u003c/strong\u003ePhysiology is a cornerstone of medical education, offering vital insights into human body functions and health principles. Traditional teaching often emphasizes theory, which may not fully develop students' understanding of complex concepts. Recent pedagogical methods promote active learning through hands-on activities, enhancing comprehension and retention.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eMethods: \u003c/strong\u003eA questionnaire was administered to 43 medical students after they engaged in model making activities that allowed them to construct representations of physiological systems based on their understanding. The questionnaire focused on assessing the impact of model making on knowledge acquisition, creativity enhancement, and interest in physiology.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eResults: \u003c/strong\u003eThe findings reveal that 83.72% (n=43) of students felt model making significantly improved their understanding of foundational physiological principles. Over 90% (n=43) reported enhanced problem-solving abilities, and 51.16% (n=43) acknowledged a significant increase in creativity. Moreover, more than 79% (n=43) of students expressed increased interest and engagement in learning and recommended using it in the classroom.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eConclusion: \u003c/strong\u003eIntegration of model making into physiology curricula proves to be an effective strategy for deepening students' comprehension of physiologic concepts while fostering critical thinking, creativity, and collaboration. These findings suggest that adopting this hands-on approach may enhance medical education and better prepare future healthcare professionals for clinical challenges.\u003c/p\u003e","manuscriptTitle":"Exploring Physiological Knowledge through Models: A Pathway to Innovation in Medical Education","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2025-04-16 12:38:10","doi":"10.21203/rs.3.rs-6027445/v1","editorialEvents":[{"type":"communityComments","content":0}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"7ce8d7f3-7f03-4c00-a2d0-a52fd4703a5e","owner":[],"postedDate":"April 16th, 2025","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"posted","subjectAreas":[],"tags":[],"updatedAt":"2025-06-05T13:38:23+00:00","versionOfRecord":[],"versionCreatedAt":"2025-04-16 12:38:10","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-6027445","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-6027445","identity":"rs-6027445","version":["v1"]},"buildId":"8U1c8b4HqxoKbykW_rLl7","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}