Didactic Content of Improving Laboratory Classes in Physiology Based on Didactic Provision

Abstract

This article explores the didactic content of improving laboratory sessions in Physiology based on didactic provision. With laboratory work being a cornerstone of physiology education, the integration of clear instructional design and pedagogical frameworks is critical to improving student engagement and learning outcomes. The research identifies key components of effective didactic provision, including clearly defined learning objectives, alignment with theoretical content, use of active learning strategies, and continuous formative assessment. Through a combination of literature review, curriculum analysis, and pilot implementation in undergraduate physiology courses, this study demonstrates how strategic didactic planning enhances students' conceptual understanding and practical skills. Embedding didactic principles into laboratory session design not only increases the educational value of hands-on experiences but also fosters deeper scientific reasoning and learner autonomy. Thus, recommendations are provided for educators seeking to redesign laboratory instruction in physiology in alignment with modern educational standards.