Structured Physical Exercise as an Innovative Tool for Learning Energy Metabolism in Medicine

Abstract

The teaching of energy metabolism in medical training often relies on lecture-based strategies that focus on abstract content, hindering the comprehension of complex processes and limiting meaningful learning. Addressing this issue, a mixed-methods study was conducted at the Nuevitas School of Medical Sciences to evaluate the impact of structured physical exercise as a pedagogical tool for medical students. The methodology involved implementing a strategy based on controlled physical activities linked to different effort demands, integrated with guided theoretical explanations. Data collection included observations, surveys, and academic assessments before and after the intervention. Descriptive statistical analysis and qualitative assessment were employed. The results showed an increase in motivation, with more active participation and a notable improvement in the ability to relate theory to bodily experience, which was reflected in the grades. Likewise, there was greater assimilation of physiological content. It was demonstrated that structured physical exercise proves to be an effective pedagogical tool by integrating experiential learning with scientific knowledge, enabling the incorporation of active methodologies in the teaching of basic sciences.