Perception of meaningful learning after the implementation of interactive simulations in the teaching of Physiology.
Abstract
Introduction: Incorporating educational resources into the teaching process of Human Physiology is a key strategy for promoting meaningful learning in medical students. Objective: To evaluate the perception of meaningful learning after the implementation of interactive simulations in the Human Physiology teaching process at the Gambia Medical University. Methods: A descriptive, cross-sectional study with a quantitative approach was conducted. The sample consisted of medical student at The University of The Gambia (n=73). A teaching strategy based on interactive simulations was implemented in a blended learning environment. The Meaningful Learning Perception Scale in Blended Learning was used for data collection. Descriptive statistics was applied, including frequency, percentage, and mean analyses. Results: A high level of acceptance was observed in all dimensions evaluated. The cognitive dimension reached the highest acceptance percentage (95.9%), followed by the social-collaborative (90.3%), procedural one (89.0%), and the attitudinal (89.0%) dimensions. The metacognitive dimension showed the lowest value (84.2%), although still high. Means ranged from 4.23 to 4.46 on a 5-point Likert scale. Conclusions: Interactive simulations are perceived as an effective strategy for promoting meaningful learning in the teaching of Human Physiology, positively impacting the cognitive, procedural, attitudinal, metacognitive, and social dimensions of the study group.
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