USING THE LEARNING.APPS.ORG PLATFORM AS A WAY TO IMPROVE STUDENTS' UNDERSTANDING OF THE DISCIPLINE PATHOPHYSIOLOGY (USING THE EXAMPLE OF THE PATHOPHYSIOLOGY OF ADAPTATION SYNDROME AND STRESS)
DOI:
https://doi.org/10.52754/16948610_2025_4_1%20Keywords:
LearningApps, pathological physiology, stress, interactive learning, visualization, gamification, clinical reasoningAbstract
To evaluate the pedagogical potential of the LearningApps.org platform in teaching pathological physiology in a medical school and its impact on students’ understanding of the topic of stress. The study was conducted with the participation of 46 students of Osh State University (specialty "Pharmacy"), divided into the main (using LearningApps: chronological timeline, classification) and control (traditional teaching) groups of 23 people each. The topics included four blocks: basics of stress, adaptation syndrome, pathogenesis of diseases, and correction methods. Knowledge was assessed through pre- and post-testing using the Plickers platform. The main group showed significant knowledge gains: +26% (block 1), +21% (block 3), +11% (block 2), +13% (block 4), with p<0.05 in blocks 1–3. The control group showed: 0% (block 1), +16% (block 2), +13% (block 3), +14% (block 4). The main group outperformed the control group despite lower initial results. LearningApps.org is effective for fundamental and clinical topics (blocks 1, 3), but requires task adaptation for abstract and applied topics (blocks 2, 4). The platform increases student engagement and saves teachers’ time.
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