Cultivating Physiological Understanding and Innovation through Scientific Questions

Abstract

Physiology is essential in medical education, linking basic and clinical medicine, and its teaching quality affects students' clinical reasoning and skills. Traditional methods promote passive learning, highlighting the need for effective teaching approaches. This study investigates the impact of scientific questions on enhancing the understanding and innovative thinking skills of medical students in the context of physiological education. A questionnaire was administered to 34 medical students after they engaged in scientific questions activity. The questionnaire focused on assessing the impact of scientific questions on knowledge acquisition and creativity enhancement. The findings reveal that 97.06% of participants found scientific questions beneficial for comprehending physiological knowledge, with 82.35% emphasizing their crucial role in the learning process. 67.65% of respondents reported that engaging with scientific questions enhanced their innovative capabilities, particularly in problem analysis and problem-solving, improvements in teamwork skills, broadened their knowledge and perspectives. 44.12% expressing strong interest in future similar engagements. The findings underscore the importance of integrating scientific questions into physiological education, as they not only foster deeper understanding but also contribute to the essential skills required in modern healthcare environments.

Keywords: physiological education, scientific questions, innovation, teamwork

DOI: 10.7176/JEP/16-9-10

Publication date:August 31^st 2025