Department of Structural and Functional Biology, Obesity and Comorbidities Research Center (OCRC), Institute of BiologyUniversity of Campinas (UNICAMP) Campinas, São Paulo, Brazil.
Adv Physiol Educ. 2024 Dec 1;48(4):690-697. doi: 10.1152/advan.00242.2023.
The teaching of physiology plays a crucial role in the education of health care professionals. However, traditional approaches to physiology classes in undergraduate health courses in Brazil often result in passive student participation. Research has shown that active methodologies are more effective in the learning process. In this study, we introduce the game "Who Am I?-Cellular Signal Transduction Edition" as an educational tool. This game follows a popular format with well-known rules and aims to enhance understanding of basic concepts related to hormones, cell signaling, and the functioning of the endocrine system. Our findings demonstrate that the game improves student knowledge and fosters enthusiasm and active engagement among participants. Additionally, student feedback has indicated a high level of appreciation for the game. By incorporating active learning strategies and a gamified approach, "Who Am I?-Cellular Signal Transduction Edition" provides a practical and enjoyable way of teaching physiology. This innovative educational tool has the potential to revolutionize physiology instruction. Demonstrating significant improvement in students' understanding, the game underscores its efficacy in enhancing knowledge acquisition and comprehension of cellular signaling and endocrine physiology topics. We developed "Who Am I?-Cellular Signal Transduction Edition" to assist students in comprehending concepts of cellular signal transduction. This simple and cost-effective tool is perfect for educational settings with limited resources, and it encourages active learning for both small and large groups. Pre- and posttests have shown that it effectively enhances knowledge of hormonal actions and cellular signaling. Positive feedback from students emphasizes its value in reinforcing understanding and improving classroom engagement, making it a promising educational tool.
生理学教学在医疗保健专业人员的教育中起着至关重要的作用。然而，巴西本科健康课程中的生理学传统教学方法往往导致学生被动参与。研究表明，主动教学法在学习过程中更为有效。在这项研究中，我们引入了游戏“我是谁？-细胞信号转导版”作为一种教育工具。该游戏采用了广受欢迎的格式和众所周知的规则，旨在增强对激素、细胞信号和内分泌系统功能相关基本概念的理解。我们的研究结果表明，该游戏提高了学生的知识水平，并激发了参与者的热情和积极参与度。此外，学生的反馈表明他们非常欣赏这款游戏。通过整合主动学习策略和游戏化方法，“我是谁？-细胞信号转导版”提供了一种实用且有趣的生理学教学方法。这种创新的教育工具有可能彻底改变生理学教学。游戏显著提高了学生的理解能力，证明了其在增强对细胞信号和内分泌生理学主题的知识获取和理解方面的有效性。我们开发了“我是谁？-细胞信号转导版”来帮助学生理解细胞信号转导的概念。这个简单且具有成本效益的工具非常适合资源有限的教育环境，并且鼓励小团体和大团体进行主动学习。预测试和后测试表明，它有效地增强了对激素作用和细胞信号的理解。学生的积极反馈强调了它在巩固理解和提高课堂参与度方面的价值，使其成为一种有前途的教育工具。
