A recently published article in Advances in Physiology Education explores evidence-based, theory-informed strategies for making physiology education more interactive and effective. 

ABSTRACT 

NEW & NOTEWORTHY Unlike broad, older “active learning” overviews, this review applies a physiology-specific, Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) 2020-guided approach [protocol registered on Open Science Framework (OSF)] that integrates empirical evidence with theory to produce actionable guidance. It updates the field through an exhaustive 1990 to Aug 2025 search and quality appraisal [Medical Education Research Study Quality Instrument (MERSQI)/Mixed Methods Appraisal Tool (MMAT)] and then maps findings onto six persistent, discipline-relevant challenges (large-class engagement; abstract/paired concepts; fragmented knowledge; system-level complexity; preclass preparation; and formative feedback). Beyond cataloging strategies, it links each challenge to concrete, small-step interventions (interactive lecturing with polling, peer instruction, scaffolded problem-solving, pattern recognition, system-based frameworks for acid-base, flipped elements, and low-stakes assessment) explicitly grounded in learning theory (constructivism, cognitive load, dual coding, and retrieval practice). Sensitivity analyses demonstrate thematic robustness. The result is a practical, evidence-and-theory-informed toolkit that shows educators how to incrementally transform physiology teaching without curricular overhaul. 

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Authors: 

Dr. Jovita Herrera, MD; Dr. Predrag Vujovic 

 Citation: 
Herrera J, Vujovic P. Rethinking Physiology Teaching: Evidence and Theory-Informed Strategies for Interactive Physiology Education. Adv Physiol Educ. Published online December 9, 2025. 
DOI: 10.1152/advan.00240.2025 | PMID: 41364075  

This work reflects a collaborative effort with Dr. Predrag Vujovic, a faculty colleague from Belgrade, developed through academic engagement at AUA and shared discussions around interactive, evidence-based teaching approaches. 

Read the article: 

https://doi.org/10.1152/advan.00240.2025

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