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RGE-Based Cell Physiology Education for International Medical Students
Sponsor: Tehran University of Medical Sciences
Summary
This study evaluated an integrated active-learning approach for teaching cell physiology to international medical students at Tehran University of Medical Sciences. The approach combined a modified Re-teaching, Guidance, and Enrichment (RGE) strategy with flipped classroom activities, peer-assisted small-group learning, and scenario-based learning. Students participated in four instructional sessions and completed a questionnaire about their learning experiences after the fourth session. The study aimed to evaluate students' experiences of the educational approach and identify its strengths, challenges, and potential areas for improvement.
Official title: Design, Implementation, and Evaluation of Cell Physiology Education Using the Re-teaching, Guidance, and Enrichment (RGE) Educational Technique Among International General Medicine Students at Tehran University of Medical Sciences
Key Details
Gender
All
Age Range
Any - Any
Study Type
INTERVENTIONAL
Enrollment
128
Start Date
2024-11-04
Completion Date
2025-05-13
Last Updated
2026-10-21
Healthy Volunteers
Yes
Conditions
Interventions
RGE-Based Cell Physiology Education
A structured educational intervention for teaching cell physiology to international medical students. The intervention combined a modified Re-teaching, Guidance, and Enrichment (RGE) strategy with a flipped classroom model, peer-assisted small-group learning, and scenario-based learning. Students reviewed recorded instructional materials before each session and were assigned to Re-teaching, Guidance, or Enrichment groups based on their performance in a short assessment. The intervention was delivered over four cell physiology sessions.
Locations (1)
Tehran University of Medical Sciences
Tehran, Iran