Incorporating ABC in physiology education: Active learning, blended learning and curricular changes

Area of Science:

• Medical Education
• Physiology Teaching

Background:

• Teaching complex physiology is crucial but challenging for current medical students.
• The COVID-19 pandemic accelerated the shift from traditional to blended learning models.
• Competency-based medical education (CBME) necessitates curriculum adaptation.

Purpose of the Study:

• To provide strategies for medical educators to address challenges in physiology education.
• To offer practical tips for integrating active learning and blended learning approaches.
• To guide the adaptation of physiology curricula for CBME.

Main Methods:

• Highlighting active teaching strategies suitable for various group sizes.
• Describing the incorporation of blended learning using virtual platforms and Learning Management Systems (LMS).
• Discussing nuances for adapting to curriculum changes driven by CBME.

Main Results:

• Active learning principles are central to adult learning and effective teaching.
• Blended learning combines self-paced online modules with face-to-face interaction.
• Strategies are presented to manage generational diversity and technological integration.

Conclusions:

• Medical educators can overcome challenges in physiology teaching with adaptive strategies.
• Embracing active and blended learning enhances the teaching-learning experience.
• Successful implementation of CBME in physiology requires pedagogical flexibility.