Virtual simulations + Flipped classroom for Physiology learning. Pilot project

Abstract

In this study, the implementation of virtual simulations as a complementary tool in Physiology education under the flipped classroom approach was investigated. The main objective was to assess the perception of students from various health-related disciplines towards this innovative methodology. The results revealed a predominantly positive perception among the students. The simulations were deemed user-friendly and aided in the comprehension of theoretical concepts. Furthermore, it was observed that their usage fostered motivation, autonomy, and a heightened interest in learning. In conclusion, the utilization of virtual simulations in Physiology education, within the framework of the flipped classroom, proved to be effective in promoting active learning among health sciences students. These findings endorse the significance of integrating technological tools and innovative approaches into education, thereby enhancing students' motivation and confidence in their own learning process.