Advances in Physiology Education最新文献

{"title":"Introducing and validating DramaZoom as a teaching tool for diverse student populations.","authors":"Helena Carvalho, Patricia A Halpin, Elke Scholz-Morris, Rosa de Carvalho, Daniel Contaifer","doi":"10.1152/advan.00212.2023","DOIUrl":"10.1152/advan.00212.2023","url":null,"abstract":"<p><p>Dramatization, a teaching method where each student acts out or mimics a cell or body parts while the entire group represents the physiological process was adapted to produce original teaching videos paired with a pretest that activates memory and a posttest to prevent misconceptions. Three physiology instructors collaborated on Zoom to create six DramaZoom videos (Dramatization via Zoom) focused on hormone signaling with negative feedback in different contexts. In these videos, each instructor personalizes a different part of an organ system or a physiological process, which allows the visualization of complex concepts in endocrinology. DramaZoom videos utilize theater, personification, and humor to represent physiological processes in a fun and creative way that facilitates students to learn and remember the content. Our goal was to introduce DramaZoom videos as an original teaching tool and present evidence of its efficacy on student learning. We analyzed the impact of DramaZoom videos on students' knowledge acquisition at three distinct levels (1st year medical students, 3rd and 4th year undergraduate science students, and 1st year undergraduate nursing students) and investigated whether the mode of delivery of the videos (face to face during regular classroom teaching or asynchronous in a virtual classroom) affected student learning. Our data show that knowledge in all three student groups improved significantly after viewing DramaZoom videos independently of the mode of delivery. Our data indicate that DramaZoom videos combined with memory activation due to the pretest are an effective tool to instruct this cohort of students regardless of level and delivery mode.<b>NEW & NOTEWORTHY</b> DramaZoom is a teaching tool paired with a pretest to activate memory. It promotes learning for both medical students and undergraduate students with different majors in the study cohort. DramaZoom creates an opportunity for a fun learning experience that promotes knowledge gain in physiology regardless of whether the teaching setting is face to face or completely virtual. Future research will be done to investigate the long-term retention of content.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"386-393"},"PeriodicalIF":1.7,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143442697","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Randle cycle in practice: a student exercise to teach glucose and fatty acid metabolism in fasted, fed, and exercised states.","authors":"Rikke Petersen, Mie Feldfoss Nørremark, Nils J Færgeman","doi":"10.1152/advan.00096.2024","DOIUrl":"10.1152/advan.00096.2024","url":null,"abstract":"<p><p>Here we describe an approach and overall concept of how to train undergraduate university students to understand basic regulation and integration of glucose and fatty acid metabolism in response to fasting, intake of carbohydrates, and aerobic exercise. During lectures and both theoretical and practical sessions, the students read, analyze, and discuss the fundamentals of the Randle cycle. They focus on how metabolism is regulated in adipose tissue, skeletal muscle, and liver at a molecular level under various metabolic conditions. Subsequently, students perform one of four different trials: <i>1</i>) overnight fast followed by ingestion of jelly sandwiches and lemonade ad libitum for up to 15 minutes; <i>2</i>) overnight fast followed by ingestion of a chocolate bar and a soda; <i>3</i>) overnight fast followed by ingestion of carrots; and <i>4</i>) light fast and aerobic exercise for 2 hours, while monitoring glucose and fatty acid levels. The data from these trials clearly show that glucose levels are kept constant at around 5 mM, while fatty acid levels rise to 300-700 µM after an overnight fast. Upon carbohydrate intake, glucose levels increase, whereas fatty acid levels are reduced. In response to aerobic exercise, the glucose level is kept constant at 5 mM, while fatty acid levels increase over time. Collectively, the data clearly recapitulate the essence of the Randle cycle. The exercise shows the great pedagogical value of experiments within practical courses to help students gain knowledge of energy metabolism and regulation of biochemical pathways. In an active learning environment, students successfully tackled physiological assignments, enhancing constructive communication and collaboration among peers.<b>NEW & NOTEWORTHY</b> Explore our study on how undergraduates learn about glucose and fatty acid metabolism through a blend of lectures and dynamic practical experiments. Our paper highlights how students delve into the Randle cycle and its regulation in various metabolic scenarios, gaining insights through hands-on trials. This innovative approach not only deepens understanding but also enhances collaborative skills. Dive into our findings to see how active learning shapes future scientists.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"253-261"},"PeriodicalIF":1.7,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143015722","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Teaching pathological physiology of sepsis using a high-fidelity simulator.","authors":"Szergej Capec, Gabriella Capec, Zuzana Mateasikova, Hana Rancova, Jana Petrkova, Jaromir Vachutka, Martin Petrek","doi":"10.1152/advan.00137.2022","DOIUrl":"10.1152/advan.00137.2022","url":null,"abstract":"<p><p>A good knowledge of the theoretical foundations of medicine helps students and physicians to better recognize and treat patients with complex medical conditions, including sepsis and septic shock. The article describes the authors' experience in implementing the analysis of sepsis and septic shock using a high-fidelity simulated clinical scenario in the course of pathological physiology for preclinical medical students. The unique aspect of our approach is the integration of core physiology concepts, such as homeostasis, causality, structure-function relationships, and fundamental pathophysiology concepts (e.g., etiology, pathogenesis, cell and tissue damage, inflammation, symptoms, and syndromes) in the analysis of the patient's condition on the high-fidelity simulator with preclinical medical students. According to the students' feedback, the use of a high-fidelity simulator to analyze the sepsis and septic shock scenario increased their interest in the class, improved their motivation to learn the material, and helped them adapt in a safe environment to making decisions based on a large amount of data about a complex patient condition in a time-sensitive situation.<b>NEW & NOTEWORTHY</b> The authors applied core theoretical concepts of physiology and the fundamental concepts of pathological physiology for teaching sepsis and septic shock clinical scenarios on the high-fidelity simulator in the course of pathological physiology for preclinical medical students. It elevated students' interest and motivation, enhanced the educational experience, and prepared students better for real-world clinical decision-making. We consider that this idea might be an inspiration to colleagues and invite further discussion.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"262-272"},"PeriodicalIF":1.7,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142985669","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Transforming medical education: leveraging large language models to enhance PBL-a proof-of-concept study.","authors":"Shoukat Ali Arain, Shahid Akhtar Akhund, Muhammad Abrar Barakzai, Sultan Ayoub Meo","doi":"10.1152/advan.00209.2024","DOIUrl":"10.1152/advan.00209.2024","url":null,"abstract":"<p><p>The alignment of learning materials with learning objectives (LOs) is critical for successfully implementing the problem-based learning (PBL) curriculum. This study investigated the capabilities of Gemini Advanced, a large language model (LLM), in creating clinical vignettes that align with LOs and comprehensive tutor guides. This study used a faculty-written clinical vignette about diabetes mellitus for third-year medical students. We submitted the LOs and the associated clinical vignette and tutor guide to the LLM to evaluate their alignment and generate new versions. Four faculty members compared both versions, using a structured questionnaire. The mean evaluation scores for original and LLM-generated versions are reported. The LLM identified new triggers for the clinical vignette to align it better with the LOs. Moreover, it restructured the tutor guide for better organization and flow and included thought-provoking questions. The medical information provided by the LLM was scientifically appropriate and accurate. The LLM-generated clinical vignette scored higher (3.0 vs. 1.25) for alignment with the LOs. However, the original version scored better for being educational level-appropriate (2.25 vs. 1.25) and adhering to PBL design (2.50 vs. 1.25). The LLM-generated tutor guide scored higher for better flow (3.0 vs. 1.25), comprehensive and relevant content (2.75 vs. 1.50), and thought-provoking questions (2.25 vs. 1.75). However, LLM-generated learning material lacked visual elements. In conclusion, this study demonstrated that Gemini could align and improve PBL learning materials. By leveraging the potential of LLMs while acknowledging their limitations, medical educators can create innovative and effective learning experiences for future physicians.<b>NEW & NOTEWORTHY</b> This study evaluated a large language model (LLM) (Gemini Advanced) for creating aligned problem-based learning (PBL) materials. The LLM improved the alignment of the clinical vignette with learning goals. The LLM also restructured the tutor guide and added thought-provoking questions. The LLM guide was well organized and informative, but the original vignette was considered more educational level-appropriate. Although the LLM could not generate visuals, AI can improve PBL materials, especially when combined with human expertise.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"398-404"},"PeriodicalIF":1.7,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143366763","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Premed pressure: examining whether premed students experience more academic stress compared to non-premeds.","authors":"C Jynx Pigart, Tasneem F Mohammed, Theresa Acuña, Shurelia Baltazar, Connor Bean, Michayla Hart, Katelyn Huizenga, Amaris James, Hayleigh Shaw, Kimberly Zsuffa, Carly A Busch, Katelyn M Cooper","doi":"10.1152/advan.00168.2024","DOIUrl":"10.1152/advan.00168.2024","url":null,"abstract":"<p><p>Academic stress is one of the primary factors threatening university students' well-being and performance. Undergraduate students who are working toward applying to medical school, defined as being on the premedicine or \"premed\" pathway, are suspected to have higher academic stress compared to their peers who are not premed. However, what factors contribute to academic stress for premed students is not well understood. We sought to answer the following: Do undergraduates perceive that premeds have higher, the same, or lower stress than nonpremeds? How do academic stress levels between these groups actually differ? What aspects of being premed cause academic stress? Who has left the premed track and why? We surveyed 551 undergraduates from one large institution in the United States and answered our research questions using descriptive statistics, chi-squares, and linear regressions. Overwhelmingly, participants perceived that premed students experience greater academic stress than their counterparts, yet we found no significant differences in academic stress reported among students in our sample (<i>P</i> > 0.05). Premed students reported that their academic stress was exacerbated by not feeling competitive enough to get into medical school and by needing to maintain a high grade point average (GPA). Furthermore, students with lower GPAs were more likely to leave the premed track compared to those with higher GPAs (<i>P</i> = 0.005). Students reported leaving the premed track because another career appeared more interesting and because of the toll the premed track took on their mental health. In conclusion, our findings can inform instructors and universities on how to best support premed students.<b>NEW & NOTEWORTHY</b> Participants perceived that premed students experience greater academic stress than their counterparts; however, we found no significant differences in academic stress reported among students in our sample (<i>P</i> > 0.05). Students with lower GPAs were more likely to leave the premed track compared to those with higher GPAs (<i>P</i> = 0.005).</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"280-290"},"PeriodicalIF":1.7,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143015719","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Preparation strategies for physiology competition: lessons learned from participants of Indonesian Medical Physiology Olympiad.","authors":"Mohammad Nizar Maulana, Agde Muzaky Kurniawan, Raden Argarini, Rimbun Rimbun, Eka Arum Cahyaning Putri","doi":"10.1152/advan.00010.2024","DOIUrl":"10.1152/advan.00010.2024","url":null,"abstract":"<p><p>Competitions outside the medical curriculum provide a platform for medical students to acquire advanced knowledge in specific medical subjects. The Indonesian Medical Physiology Olympiad (IMPhO) is the first and the largest competition in the field of physiology at the national level in Indonesia. It was held for the first time in 2017 and has been an annual physiology competition since then. This competition offers several challenges in different forms, including writing tests and oral rounds, to assess both individual and team capabilities in analyzing and comprehensively understanding human physiology. Consequently, the participants in this competition must have an in-depth understanding of human physiology concepts and develop a winning strategy to become a successful team. This article outlines the preparation strategies employed by the participants of IMPhO in 2022 and how they can be adopted to promote effective study skills for medical students. We conducted a semistructured interview with participants and their accompanying lecturers to explore their strategies for the competition. We highlighted several important strategies, including utilizing resource materials effectively, fostering teamwork, providing mentorship, and emphasizing the role of lecturers as team supervisors. These competition-based learning strategies also can be adopted to promote effective study skills in formal curricula for medical students.<b>NEW & NOTEWORTHY</b> This article outlines several important strategies to become a successful team in a physiology competition. These strategies include utilizing resource materials effectively, seeking mentorship, and recognizing the role of lecturers as team supervisors to improve their understanding of human physiology concepts. Furthermore, fostering teamwork and understanding how the competition is structured are crucial for achieving success as a team. These approaches can also be adapted to improve effective study techniques for medical students.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"352-355"},"PeriodicalIF":1.7,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143442698","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Exploring a modification to the readiness assurance process in team-based learning.","authors":"Tadd Farmer, Michael C Johnson, Jorin D Larsen, Lance E Davidson","doi":"10.1152/advan.00062.2024","DOIUrl":"10.1152/advan.00062.2024","url":null,"abstract":"<p><p>Team-based learning (TBL) is an active learning instructional strategy shown to improve student learning in large-enrollment courses. Although early implementations of TBL proved generally effective in an undergraduate exercise physiology course that delivered an online individual readiness assurance test (iRAT) before class, the instructor reported student dissatisfaction with the use of identical questions in the team readiness assurance test (tRAT) in class. This study sought to improve the student experience in this course by including different but related question sets for the online iRAT and in-class tRAT. Two sections of an upper-level undergraduate exercise physiology course received both the traditional and modified tRAT, alternating approaches with each course unit. This crossover research design exposed more students to the proposed modification and provided more student perspectives than would be collected through other research designs. An independent-sample <i>t</i> test indicated that the modified TBL format made no difference on performance on course unit exams (<i>P</i> > 0.05). However, student survey qualitative data revealed that 69% of students preferred the modified tRAT method to the traditional form. Student responses on the benefits of the modification, represented here as major themes in the analysis, included better content interaction, use of higher-order thinking, and more effective social experience with teams. Although this study showed that different sets of questions for the individual and team quizzes improved the experience but not performance for the majority of students, some students suggested changes to the modification that could further improve the student experience with TBL.<b>NEW & NOTEWORTHY</b> In an exercise physiology course using an already-modified team-based learning approach, this crossover-designed pedagogy trial investigated the learning impact and student experience of introducing different (but related) questions in the in-class team readiness assurance test (tRAT) compared to those given in the individual readiness assurance test (iRAT) that students completed online before class. This approach may be of interest for instructors experimenting with partially flipped classroom designs in a team-based context.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"366-373"},"PeriodicalIF":1.7,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143442695","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Claude, ChatGPT, Copilot, and Gemini performance versus students in different topics of neuroscience.","authors":"Volodymyr Mavrych, Ahmed Yaqinuddin, Olena Bolgova","doi":"10.1152/advan.00093.2024","DOIUrl":"10.1152/advan.00093.2024","url":null,"abstract":"<p><p>Despite extensive studies on large language models and their capability to respond to questions from various licensed exams, there has been limited focus on employing chatbots for specific subjects within the medical curriculum, specifically medical neuroscience. This research compared the performances of Claude 3.5 Sonnet (Anthropic), GPT-3.5 and GPT-4-1106 (OpenAI), Copilot free version (Microsoft), and Gemini 1.5 Flash (Google) versus students on multiple-choice questions (MCQs) from the medical neuroscience course database to evaluate chatbot reliability. Five successive attempts of each chatbot to answer 200 United States Medical Licensing Examination (USMLE)-style questions were evaluated based on accuracy, relevance, and comprehensiveness. MCQs were categorized into 12 categories/topics. The results indicated that, at the current level of development, selected AI-driven chatbots, on average, can accurately answer 67.2% of MCQs from the medical neuroscience course, which is 7.4% below the students' average. However, Claude and GPT-4 outperformed other chatbots, with 83% and 81.7% correct answers, which is better than the average student result. They were followed by Copilot (59.5%), GPT-3.5 (58.3%), and Gemini (53.6%). Concerning different categories, Neurocytology, Embryology, and Diencephalon were the three best topics, with average results of 78.1-86.7%, and the lowest results were for Brain stem, Special senses, and Cerebellum, with 54.4-57.7% correct answers. Our study suggested that Claude and GPT-4 are currently two of the most evolved chatbots. They exhibit proficiency in answering MCQs related to neuroscience that surpasses that of the average medical student. This breakthrough indicates a significant milestone in how AI can supplement and enhance educational tools and techniques.<b>NEW & NOTEWORTHY</b> This research evaluates the effectiveness of different AI-driven large language models (Claude, ChatGPT, Copilot, and Gemini) compared to medical students in answering neuroscience questions. The study offers insights into the specific areas of neuroscience in which these chatbots may excel or have limitations, providing a comprehensive analysis of chatbots' current capabilities in processing and interacting with certain topics of the basic medical sciences curriculum.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"430-437"},"PeriodicalIF":1.7,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143015697","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The impact of instruction on undergraduates' understanding of homeostasis: results from administering the homeostasis concept inventory.","authors":"Gregory J Crowther, Amy K Hebert, Usha Sankar, Joel Michael","doi":"10.1152/advan.00136.2024","DOIUrl":"10.1152/advan.00136.2024","url":null,"abstract":"<p><p>The Homeostasis Concept Inventory (HCI) is a validated instrument for measuring students' knowledge of homeostasis. It is comprised of 20 multiple-choice questions covering key components of the previously validated Homeostasis Conceptual Framework (HCF). In this paper, we present the first multi-institutional study of the impact of physiology instruction on students' HCI performance. Five cohorts of physiology or anatomy and physiology (A&P) students at four academic institutions took the HCI both at the start of their academic term (pretest) and at the end of their term (posttest). Statistically significant but relatively modest improvements in overall scores were seen from pretest to posttest. Among the 20 questions, 8 questions had incorrect choices identified as \"attractive distractors\" on the pretest, meaning that they were chosen at higher-than-random frequencies. From pretest to posttest, there were only modest declines in selections of incorrect answers generally and of attractive distractors in particular. Three attractive distractors that all target one specific misconception, that homeostatic mechanisms are active only when a regulated variable is not at its setpoint, remained persistently attractive except for students of one instructor who directly addressed that misconception in lecture and lab. These data are sobering in that they show a limited impact of instruction on HCI performance. However, these data also include encouraging evidence that instructional targeting of a specific misconception may help students overcome that misconception.<b>NEW & NOTEWORTHY</b> How is undergraduate students' understanding of homeostasis impacted by a physiology course? This study indicates that many students do not improve that much on a validated multiple-choice concept inventory but may improve noticeably on questions about a misconception if that misconception is specifically targeted by the instructor.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"423-429"},"PeriodicalIF":1.7,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143597277","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Leveraging computer-based simulations and immersive software technologies for enhanced student learning in laboratory medicine.","authors":"Maurizio Costabile, Connie Caruso, Chris Della Vedova, Sheree Bailey, Layla Mahdi","doi":"10.1152/advan.00128.2024","DOIUrl":"10.1152/advan.00128.2024","url":null,"abstract":"<p><p>Science, technology, engineering, and mathematics (STEM) students are typically taught content delivered didactically and closely aligned with the laboratory demonstration of concepts, which facilitates the development of experimental skills. Because of the volume of content delivered across multiple courses, student cognitive abilities can be affected, leading to lower student performance. In physiology and related biological sciences, educators have turned to delivering content with virtual teaching technologies, including virtual and augmented reality, simulations, and other immersive platforms. At the University of South Australia, Articulate Storyline, Unity-based simulations, and immersive software platforms have been implemented across the entire Laboratory Medicine program to assist students in learning lecture and laboratory content. The impact of these individual interventions is outlined in this article. In addition, the final year 2024 cohort is the first group who have used simulations throughout their degree program. Evidence of the benefits and impact of the scaffolded implementation of simulations and immersive software was obtained through a Likert-style questionnaire. The deployment of simulations and immersive software across the degree program has significantly enhanced student learning and engagement with the content, effectively bridging the gap between understanding lecture and laboratory content of students in the Laboratory Medicine program. We suggest that a similar approach could readily be embedded within individual courses as well as across science programs to provide the same benefits to student learning.<b>NEW & NOTEWORTHY</b> We cover the effective application of computer-based simulation and immersive software programs throughout a 4-year laboratory medicine degree. We demonstrate that these technologies significantly improved student learning and engagement. Such an approach is applicable to all disciplines.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"338-351"},"PeriodicalIF":1.7,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143384000","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}