Work

Bridging the virtual and the physical laboratory for physiology education

Year: 2026

Type: review

Abstract: The COVID-19 pandemic drove the transition of traditional physical physiology laboratories to virtual means, which have been thoroughly evaluated to highlight their benefits and limitations. Studies suggest that although virtual physiology laboratories are superior for visualising abstract theories and simulating disease parameters, at a reduced cost and time, they cannot replace the technical and motivational benefits associated with haptic sensory feedback and student-staff interactions from the physical laboratory experience. Blended models that integrate both virtual and physical laboratory activities display combined benefits, while minimising limitations from both formats. Specifically, educators should consider learning objectives, course-specific needs, module complexity, and the unique affordances of virtual and physical laboratories to design student-centred blended physiology laboratories.

Source: Current Opinion in Physiology

DOI: 10.1016/j.cophys.2026.100916

Authors: Elaine Zhang, Julia Choate

Institutions: Royal Children's Hospital, The University of Melbourne, Murdoch Children's Research Institute, Monash University

Language: English

Topic: Experimental Learning in Engineering

Subfield: Media Technology

Field: Engineering

Domain: Physical Sciences

SDG: Quality education

Open Access status: hybrid

Estimated APC paid: $3,500