In an era where higher education increasingly demands innovation and student engagement, Professor Alisa Phulukdaree from the Department of Physiology is redefining what it means to make learning memorable. During a recent GIT (Gastrointestinal Tract) physiology lecture for BSc Honours Physiology students, she transformed the classroom into a space where science met creativity, proving that active learning and fun can coexist with academic rigour.

To break the ice and reinforce foundational knowledge, Prof Phulukdaree designed an interactive session inspired by the popular board game 30 Seconds. Students were divided into small groups and tasked with describing and identifying basic terms, organs, and physiological processes under time pressure, all within the framework of the digestive system.

“The goal was to encourage students to think quickly, speak confidently, and collaborate while revisiting key concepts they learned in their undergraduate years,” Prof Phulukdaree explained. “Before moving into more advanced content like Applied Physiology, it’s essential to ensure that students have a strong grasp of the basics. The game format allowed me to assess understanding in a relaxed, dynamic environment.”

The result was a classroom alive with laughter, conversation, and healthy competition — but also serious learning. Students later shared overwhelmingly positive feedback about how the approach helped them connect the dots and recall information more effectively.

One student reflected, “30 Seconds was very interactive and got the brain thinking.” Another added, “The explanations in between were extremely beneficial.” A third remarked, “I retained more by actively speaking about the concepts in their simplest forms, rather than passively listening.”

For Prof Phulukdaree, these reflections highlight the power of participatory learning. “Physiology can be content-heavy and complex. But when students engage in active recall and peer explanation, they develop a deeper conceptual understanding,” she said. “The idea wasn’t to replace traditional teaching, but to enhance it with methods that stimulate both curiosity and comprehension.”

Building on the energy created during the game, Prof Phulukdaree guided her students into one of physiology’s most fascinating emerging frontiers, the gut microbiome-immune-brain axis. Using figures from a recent research article, she demonstrated how gut microbes communicate with the brain and immune system, influencing neurological and psychological health.

The discussion covered how imbalances in the microbiome have been linked to neurodegenerative and neurodevelopmental disorders such as Parkinson’s disease, Alzheimer’s disease, autism spectrum disorders, and depression. This integration of current research into classroom teaching bridged theoretical knowledge with real-world biomedical applications.

“Students need to see physiology not as isolated facts, but as a living, interconnected system that informs modern medicine,” Prof Phulukdaree explained. “By exploring the gut-brain axis, they understand how foundational physiology translates into cutting-edge clinical and research contexts.”

Students were encouraged to reflect critically on how diet, environment, and microbial diversity influence health outcomes. This multidisciplinary perspective reinforced the importance of systems thinking — a skill essential for future health scientists.

The lecture concluded with an in-class test to assess individual understanding, followed by a peer-reviewed post-lecture assignment. This structure ensured that learning outcomes were not only met but internalised. The combination of playful engagement and formal assessment created a rhythm that sustained both enthusiasm and accountability.

“This balance is key,” Prof Phulukdaree said. “Innovation in teaching must always be tied to clear learning objectives and measurable outcomes. Students should leave with stronger analytical skills and confidence in applying physiological principles to real-world problems.”

Her approach reflects the Faculty of Health Sciences’ commitment to excellence in teaching and learning, aligning with UP’s broader emphasis on transformative education. By integrating creativity, critical thinking, and cutting-edge science, Prof Phulukdaree embodies the university’s vision of developing graduates who are not only knowledgeable but adaptive and innovative.

Prof Phulukdaree’s creative pedagogy demonstrates that the science classroom can be both rigorous and inspiring. Beyond memorising content, students are encouraged to think, discuss, and discover, skills that underpin lifelong learning.

“Students remember experiences that challenge and excite them,” she reflected. “If they walk away from my class with a deeper understanding and genuine curiosity about physiology, then I’ve achieved my goal.”

Her methods exemplify how technology, gamification, and research integration can enhance student engagement and comprehension in complex disciplines. As the Faculty continues to promote innovative teaching, Prof Phulukdaree’s classroom stands as a living example of how education can adapt to meet the evolving needs of today’s learners.