Online Simulations to Support the Teaching of Physiology
Authors: del Mar Quiroga Maria , Clarke Scott , Rajan Ramesh 
Published: November 2023

As student numbers increase in biomedical science departments such as ours, teaching staff numbers and time for teaching remain mostly constant. This puts an undue pressure on staff, who have to make a difficult balance between preserving time for other activities (like research) without compromising teaching quality.

In response to these pressures we have developed a suite of online interactive practical simulations, to complement and/or extend existing classes across a range of Physiology topics. All virtual labs are based on a general template with a series of tabs, namely, background theory, experimental system (the “wet lab”) that the simulation models, instructions on how to run the simulation, and data collection tabs. Information is provided through blended use of text, illustrations, videos, interactive animations, and diagrams. Data are collected and plotted online on a coordinate system and/or entered into tables and there is immediate online validation and feedback of student input.

The simulations are backed up with assessments tools. The assessments can be set up so that they evaluate pre‐simulation reading and students do not get access to the simulation until they have successfully completed multiple choice questions, short answer questions, or “drag‐and‐drop” style questions. Key concepts and proper interpretation of the data are evaluated in a similar fashion.

Our online labs serve five key outcomes:

Familiarizing students with the specifics of the experimental setup and data collection that they simulate. This has resulted in more efficient “wet lab” practical classes, allowing for more efficient data collection and more time to fully explore the experimental process, and engage in data analysis and interpretation.

Allowing students to perform experiments that are impossible in a traditional classroom, such as the effects of aging or disease, or the effects of expensive or controlled substances.

Reducing the number of animals used in the practical classes, which addresses both growing student concern into the use of animals for teaching and the time spent by staff preparing surgical procedures, tissues, etc.

Bridging gaps in knowledge necessary to carry out the wet lab class, such as how to evaluate and enter data collected for analysis, or reminding the student of the anatomy or physiology of the system to be studied.

Every student is fully involved in all aspects of each simulation, and we randomize the data so that no two students get identical data. This stands in contrast to the limitations introduced by the use of expensive equipment, where large student groups perform an experiment with only a few of them actively involved in the process, and no variability in the data.

Student responses to these tools were very positive as reflected in student usage, anonymous comments, student ratings of the units which incorporated these tools, and student‐driven teaching awards for innovation. An unexpected finding was the wide dissemination of the simulations by the students who had access to the material to students in other classes where little physiology was undertaken in practical classes. Currently the simulations average > 2500 hits/month from within the biomedical and medical sciences.

We will be developing more such simulations and propose to make these tools widely available for use in teaching of physiology (see http://ilearn.med.monash.edu.au/physiology/).

Support or Funding Information

This work was supported by the Department of Physiology, the Faculty of Medicine, Nursing and Health Sciences, and the Office of the Pro‐Vice Chancellor (Learning and Teaching) of Monash University.