Enhancing physiology learning through group dynamics: outcomes and perceptions of medical students

These results suggest that participation in a group dynamic activity during physiology sessions could be associated with better academic results related to the content of this activity. While this exploratory study cannot establish causal relationships based on its design, the activity appears particularly beneficial when the scenario design aligns with course content. These results support the pedagogical value of active and collaborative learning in medical education, encouraging the implementation of similar interventions. However, future research should focus on conducting randomized controlled trials with long-term follow-up to establish causality and retention effects.