PURPOSE
We set out to improve medical students’ mastery of complex renal physiology
by introducing an interactive model of the nephron to a second-year Renal
course, improving on existing teaching models with a more hands-on,
straightforward, and replicable model.
METHODS
We used readily available materials to create a streamlined, functional
model of the nephron. We demonstrated to second year medical students across
3 campuses at our institution. Students had the opportunity to adjust degree
of afferent and efferent arteriole vasoconstriction to practice assessing
renal plasma flow, glomerular filtration rate, and aquaporin mechanism of
action. Students were invited to share feedback via an anonymous survey, and
renal physiology quiz scores were compared to the prior year’s cohort.
RESULTS
83 students were present for demonstrations. 67 voluntarily completed the
feedback form. Feedback was overwhelmingly positive; most notably, 64/67
feedback participants (95.5%) reported an increase in confidence in their
understanding of both afferent and efferent arteriole pressures and 63/67
(94%) reported an increase in their confidence in their understanding of
glomerular filtration rate. Students in particular appreciated the in-person,
physical format of the innovation. With minimal changes year-to-year in quiz
content, the average renal physiology quiz score for the cohort (n=217)
increased from 73% pre-innovation (2024) to 81% post-innovation (2025). 63
out of the 67 participants (94% of participants) recommended the current
nephron model for use in future renal system courses.
CONCLUSION
Findings from this initial year of demo inclusion indicated that students
strongly appreciated the opportunity to augment learning with an in-person,
physical model experience. Overall performance increased, quantitative
feedback was highly positive, and qualitative comments emphasize that
students appreciate tangible models (as opposed to graphically rendered) in
their renal physiology education.