ReviewFrontiers in medicine2026
Revolutionizing medical physiology education: a narrative review of the transition from traditional classrooms to artificial intelligence.
Review in Frontiers in medicine, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
0 citing papers in PubMed.
No citing paper in PubMed yet.
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
10 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Medical physiology is a foundational component of medical education, offering vital details about normal human function and a deep understanding of disease processes. Traditionally taught through lectures, textbooks, and laboratory demonstrations, physiology education has progressively evolved in response to advances in technology and changing learner needs. This review examines the historical development of physiology teaching and synthesizes contemporary innovations that are transforming the educational landscape. Emphasis is placed on simulation-based education, hybrid and virtual classrooms, immersive technologies such as virtual and augmented reality, gamification, and student-centered learning strategies, all of which promote active engagement, conceptual understanding, and integration of physiological knowledge into clinical contexts. The review also explores the emerging role of artificial intelligence in physiology education, including personalized learning pathways, adaptive assessments, and real-time physiological simulations, with relevance for resource-limited settings. Innovations in assessment, competency-based medical education, interdisciplinary integration, and clinically oriented physiology teaching are highlighted as key contributors to improved learning outcomes. Additionally, the review addresses inclusivity and accessibility through the use of open educational resources and digital platforms that reduce disparities in educational access. Despite these advances, several challenges remain, including infrastructure limitations, faculty training gaps, institutional resistance, and ethical considerations surrounding the use of advanced technologies. Furthermore, the review outlines future directions focused on holistic learning environments, deeper clinical integration, and a balanced adoption of technology alongside traditional teaching methods. Overall, this narrative review highlights the importance of adopting a learner-centered, adaptable, and inclusive approach to physiology education that equips medical students for complex clinical practice and lifelong learning.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.