Ittikitpaisarn V.Jittivadhna K.Mahidol University2025-07-142025-07-142025-09-01Advances in Physiology Education Vol.49 No.3 (2025) , 749-757https://repository.li.mahidol.ac.th/handle/20.500.14594/111210Teaching 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.Biochemistry, Genetics and Molecular BiologySocial SciencesArticleSCOPUS10.1152/advan.00053.20252-s2.0-1050098767171522122940506060