RGE-Based Cell Physiology Education for International Medical Students

NCT07885553 | Completed

• 1 other identifier: 1403-2-139-73900
• Study Type: interventional
• Target: 128
• Locations: 1 country
• Sites: 1

Brief Summary

This study evaluated an integrated active-learning approach for teaching cell physiology to international medical students at Tehran University of Medical Sciences. The approach combined a modified Re-teaching, Guidance, and Enrichment (RGE) strategy with flipped classroom activities, peer-assisted small-group learning, and scenario-based learning. Students participated in four instructional sessions and completed a questionnaire about their learning experiences after the fourth session. The study aimed to evaluate students' experiences of the educational approach and identify its strengths, challenges, and potential areas for improvement.

Conditions

Cell Physiology Education

Keywords

Teaching Methods; Peer Group; Cell Physiology; International Medical Students; Scenario-Based Learning

Outcome Measures

Primary Outcomes (1)

• Students' Perceptions of the Integrated Active-Learning Educational Intervention

  Students' perceptions of the educational intervention were assessed using a 35-item, five-point Likert-scale questionnaire covering seven domains: flipped classroom, peer-assisted small-group learning, scenario-based learning, teamwork, self-confidence, communication skills, and the instructor's role. Responses were summarized descriptively as percentages within each Likert category for each domain.

  On the day of the fourth instructional session, immediately after completion of the session.

Study Arms (1)

RGE-Based Cell Physiology Education

EXPERIMENTAL

Participants received the same educational intervention consisting of a modified Re-teaching, Guidance, and Enrichment (RGE) strategy combined with a flipped classroom model, peer-assisted small-group learning, and scenario-based learning.

Behavioral: RGE-Based Cell Physiology Education

Interventions

RGE-Based Cell Physiology Education BEHAVIORAL

A structured educational intervention for teaching cell physiology to international medical students. The intervention combined a modified Re-teaching, Guidance, and Enrichment (RGE) strategy with a flipped classroom model, peer-assisted small-group learning, and scenario-based learning. Students reviewed recorded instructional materials before each session and were assigned to Re-teaching, Guidance, or Enrichment groups based on their performance in a short assessment. The intervention was delivered over four cell physiology sessions.

RGE-Based Cell Physiology Education

Eligibility Criteria

• Sex: all
• Healthy Volunteers: Yes
• Age Groups: Child (0-17), Adult (18-64), Older Adult (65+)

You may qualify if:

• International medical students enrolled at Tehran University of Medical Sciences during the study period.
• Enrollment in the cell physiology course in which the educational intervention was implemented.
• Participation in the educational sessions.
• Willingness to participate in the study and provide informed consent.

You may not qualify if:

• Students who did not provide informed consent to participate in the study.
• Students who did not participate in the educational program.

Sponsors & Collaborators

• Tehran University of Medical Sciences: lead

Study Sites (1)

Tehran University of Medical Sciences

Tehran, 1417613151, Iran

Location

Study Officials

• Mina Ranjbaran, PhD

  Tehran University of Medical Sciences

  PRINCIPAL INVESTIGATOR

Study Design

• Study Type: interventional
• Phase: not applicable
• Allocation: NA
• Masking: NONE
• Masking Details: This was an open-label study, and no participants, care providers, investigators, or outcomes assessors were masked.
• Purpose: OTHER
• Intervention Model: SINGLE GROUP
• Sponsor Type: OTHER
• Responsible Party: SPONSOR

Model Details: This was a single-group, non-randomized, unblinded educational intervention study. All participating students received the same educational intervention, with no separate control or comparison group.

Study Record Dates

• First Submitted: October 4, 2026
• First Posted: October 21, 2026
• Study Start: November 4, 2024
• Primary Completion: May 13, 2025
• Study Completion: May 13, 2025
• Last Updated: October 21, 2026

Record last verified: 2026-10

Data Sharing

• IPD Sharing: Will not share

Locations

IR (1)