Use of active methodologies and interactive tools for teaching medical physiology

Abstract

Traditional teaching methods, which place the teacher as the central figure in the learning process, are losing ground to innovative teaching tools. Among these tools, virtual reality has the potential to revolutionize medical education by providing immersive and interactive learning experiences for students, allowing them to practice procedures and gain hands-on experience in a safe and controlled virtual environment. Furthermore, educational games have played an increasingly significant role in healthcare education. They offer a practical and engaging approach to conveying healthcare information in a playful manner, encouraging active student participation. Therefore, the main objective of this study was to evaluate student performance in the learning process when subjected to the aforementioned active methodologies, as opposed to traditional teaching. The research was conducted at Faminas BH with 76 third-year medical students. The students were divided into four groups, and it was observed that the group of students subjected to active teaching methods performed better in the applied assessment. Therefore, we envision that as technology advances, the incorporation of virtual reality and educational games into medical training is poised to revolutionize the way future healthcare professionals are trained. This innovative approach not only enhances the learning experience but also promises to improve patient care and outcomes in the medical field.