ENHANCING PHYSIOLOGY EDUCATION THROUGH INTERACTIVE COMPUTER-BASED LEARNING
Abstract
Effective understanding of acid–base balance is essential for the formation of clinical thinking in medical students. However, traditional lecture-based instruction often provides limited opportunities for active engagement with this complex topic. The present study introduces an alternative educational approach based on interactive digital learning for teaching acid–base physiology to first-year medical students. Mobile-oriented computer modules were developed to facilitate step-by-step exploration of buffering mechanisms, regulation of blood pH, and the pathophysiology of acid–base disorders. The instructional design emphasizes visual representation, learner control, and integration of basic physiological principles with clinical scenarios. This approach aims to enhance conceptual understanding, promote independent learning, and improve the ability of students to apply theoretical knowledge to clinical situations.Traditionally, this topic includes an explanation of the CO₂–bicarbonate buffer system under normal physiological conditions, an overview of other major buffering systems of the body, and a physiological classification of acid–base disorders. These disturbances are commonly demonstrated using clinical examples. In the present project, the conventional lecture-based approach to teaching acid–base physiology for first-year medical students was replaced with interactive computer-based instruction designed mainly for iPads and other mobile devices. Three educational modules were created, each consisting of 20 information screens, covering the CO₂–bicarbonate buffer system, alternative physiological buffer systems, and acid–base disorders.
Keywords
active learning, teaching methods, bicarbonate buffer system, training modules, students.
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