Building connections: promoting meaningful learning of the human circulatory system through leading questions
Issued Date
2025-09-01
Resource Type
eISSN
15221229
Scopus ID
2-s2.0-105009876717
Pubmed ID
40506060
Journal Title
Advances in Physiology Education
Volume
49
Issue
3
Start Page
749
End Page
757
Rights Holder(s)
SCOPUS
Bibliographic Citation
Advances in Physiology Education Vol.49 No.3 (2025) , 749-757
Suggested Citation
Ittikitpaisarn V., Jittivadhna K. Building connections: promoting meaningful learning of the human circulatory system through leading questions. Advances in Physiology Education Vol.49 No.3 (2025) , 749-757. 757. doi:10.1152/advan.00053.2025 Retrieved from: https://repository.li.mahidol.ac.th/handle/20.500.14594/111210
Title
Building connections: promoting meaningful learning of the human circulatory system through leading questions
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Author's Affiliation
Corresponding Author(s)
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Abstract
Teaching cardiovascular physiology to undergraduate students through lectures that lack real-life connections or relevance to professional practice can be problematic, as many students struggle to apply the material. To address this, we recently implemented a leading-question teaching strategy in our undergraduate health science courses. This approach aimed to enhance students' understanding by building on foundational knowledge from previous biology, anatomy, and physiology courses and connecting it to commonly used terms, real-life experiences, and practical concerns. During class, discussions were guided by leading questions, with the instructor facilitating the conversation and providing justifications. The results showed that students found the combination of leading questions, whole class discussion, and instructor guidance helpful in fostering meaningful learning. They expressed satisfaction with this teaching method. Additionally, the key concepts and explanations developed jointly by the students and instructor were beneficial for all students, including those who are typically more reserved.NEW & NOTEWORTHY This article presents the essential concepts of the human parallel circulation system, shedding light on how this knowledge can help clarify the common jargon and practices students encounter in everyday life. The explanation is based on a leading-question teaching strategy, with answers and insights gathered from undergraduate health science students through whole class discussions.