Supplementary Materials for Exploring Physiological Knowledge through Models: A Pathway to Innovation in Medical Education

42 students self-organize into teams, first identified topics of interest through discussions and conducted research based on physiological knowledge. Other students who did not participate in the model production were the control group. The teacher then provided corresponding production materials according to the design proposals submitted by the students. Following a two-week model construction period, we organized a model presentation session in the classroom, where each group not only demonstrated their creations but also shared relevant physiological concepts.