Evaluating the Effectiveness of Model – Making as a Learning Tool in Physiology Education

Background: Physiology is foundational in medical education, yet many students find it abstract and challenging to master through traditional lectures alone. Active learning strategies, such as model making, have the potential to enhance understanding and engagement. Objective: To evaluate the effectiveness of model making as a learning tool in improving the understanding and retention of physiological concepts in undergraduate physiology education. Methods: A cross-sectional study was conducted among 150 first-year MBBS students at Akash Institute of Medical Sciences. Students were divided into 22 groups, each assigned a physiology topic to create costeffective models, including working models where feasible. The models were presented in a competition judged by faculty. A self-administered feedback questionnaire using a 5-point Likert scale assessed students’ perceptions. Data were analyzed descriptively. Results: Feedback was obtained from 145 students (96.6% response rate). Most participants agreed that model making was helpful in understanding concepts (99.4%), promoted independent exploration (86%), and enhanced teamwork (94%). Additionally, 88% perceived this method as more effective than traditional teaching, and over 90% expressed interest in future sessions. However, about 30% reported that model preparation interfered with their routine activities. Conclusion: Model making proved to be an effective and engaging strategy to facilitate deeper understanding and active learning in physiology. Incorporating structured model-making activities alongside traditional lectures may enhance conceptual clarity, teamwork, and independent learning. Further research should include objective measures of knowledge gain and explore broader applicability.