Utilisation d'outils numériques dans le cadre d'un dispositif hybride pour l'apprentissage par problème de la physiologie en deuxième année des études médicales. Étude de faisabilité du recours au laboratoire numérique de physiologie « e-ϕsioLab »

Context: Learning physiology and the experimental approach during supervised work and laboratory instruction is a pre-requisite of medical education. It is included in the problem-based learning-oriented curriculum. Currently, the feasibility of in-class practical learning (PBL) sessions is limited by the increased number of medical students. Objective We assessed the feasibility of blended learning in physiology (e-ϕsioLab) combining face-to-face in-class sessions using an interactive white-board (IWB) with multimedia and online learning using a learning management system (LMS) for PBL among 2nd-year medical students. Subjects/material/methods: For the in-class sessions, we assessed the paperboards produced by the students and compared their contribution during e-ϕsioLab vs. traditional in-class sessions. For the online sessions, we assessed the work produced by students and their use of the LMS system. Results: The students were able to perform the PBL learning tasks (to generate hypotheses, to manipulate physiological parameters, to interpret the data and to reconsider the hypotheses) during the blended-learning sessions. Involvement during in-class sessions improved. Students and teachers used the LMS, which lead to the production of original work in line with the educational objectives. Conclusion: Our highly hybridized system, which features in-class and online learning, is possible for PBL in physiology. Moreover, there was strong involvement by 2nd-year medical students, which contributed to promote student-centered active learning for physiology courses. [ABSTRACT FROM AUTHOR]