RGE-Based Cell Physiology Education for International Medical Students

This study evaluated an integrated active-learning approach for teaching cell physiology to international medical students at Tehran University of Medical Sciences. The approach combined a modified Re-teaching, Guidance, and Enrichment (RGE) strategy with flipped classroom activities, peer-assisted small-group learning, and scenario-based learning. Students participated in four instructional sessions and completed a questionnaire about their learning experiences after the fourth session. The study aimed to evaluate students\' experiences of the educational approach and identify its strengths, challenges, and potential areas for improvement.