Innovative Technologies and Pedagogical Strategies Reshaping Medical Physiology Education

Medical physiology education is undergoing a transformative shift, driven by both the substantial pedagogical innovation and the rapid evolution of technology. Many educational institutions are actively embracing new teaching methodologies, such as flipped classrooms, team-based learning, competency-based education, and so on, to boost students’ motivation and interest, increase students’ engagement, develop critical thinking skills, encourage collaboration, and achieve better learning outcomes. These pedagogical strategies often accompany a fundamental redesign of curricula, moving from traditional subject-based models to integrated, organ-system-based approaches. Meanwhile, the rapid advancement of technology has played an immeasurable role in propelling, catalyzing, and even leading pedagogical development and curriculum redesign. The integration of AI-driven tools, adaptive learning platforms, virtual simulations, and biofeedback systems has enabled dynamic, personalized, and scenario-based interactive learning experiences, helping students better connect theoretical knowledge with practical applications.
As these innovations revolutionize educational practices, there is an increasing need to explore their effective implementation and understand their impacts and challenges within the educational curriculum.
This Research Topic aims to explore both the cutting-edge technological and pedagogical innovations that are reshaping the landscape of medical physiology education. We seek contributions that examine the efficacy of these approaches; evaluate the methods, outcomes, and cost; address the challenges faced by educators in adopting these technologies and solutions; provide insights into the long-term implications on teaching and learning; and employ cross-disciplinary approaches involving pharmacology and pathophysiology education.
We accept a variety of article types:
o Original research articles
o Review articles (including systematic review and scoping review articles)
o Advanced labs
o Case studies
o Perspectives
o Commentaries
o Curriculum, Instruction, and Pedagogy
o Hypothesis and Theory
o Policy and Practice Reviews
By fostering dialogue around both pedagogical and technological strategies, this Research Topic aims to support educators in navigating the complexities of integrating new technologies into their teaching practices and encouraging collaboration among educators to further enhance the field.

Article types and fees

This Research Topic accepts the following article types, unless otherwise specified in the Research Topic description:

• Brief Research Report
• Conceptual Analysis
• Curriculum, Instruction, and Pedagogy
• Data Report
• Editorial
• FAIR² Data
• FAIR² DATA Direct Submission
• General Commentary
• Hypothesis and Theory
• ... View all formats

Articles that are accepted for publication by our external editors following rigorous peer review incur a publishing fee charged to Authors, institutions, or funders.

Article types

This Research Topic accepts the following article types, unless otherwise specified in the Research Topic description:

• Brief Research Report
• Conceptual Analysis
• Curriculum, Instruction, and Pedagogy
• Data Report
• Editorial
• FAIR² Data
• FAIR² DATA Direct Submission
• General Commentary
• Hypothesis and Theory
• Methods
• Mini Review
• Opinion
• Original Research
• Perspective
• Policy and Practice Reviews
• Review
• Systematic Review
• Technology and Code

Keywords: AI-driven tools, Adaptive learning platforms, Virtual simulations, Biofeedback systems, physiology education, Flipped classroom, Team-based learning, Integrated curricula, Teaching innovations

Important note: All contributions to this Research Topic must be within the scope of the section and journal to which they are submitted, as defined in their mission statements. Frontiers reserves the right to guide an out-of-scope manuscript to a more suitable section or journal at any stage of peer review.