AJP: Advances in Physiology Education This is an RSS file. You can use it to subscribe to this data in your favourite RSS reader or to display this data on your own website or blog.

Blended learning within an undergraduate exercise physiology laboratory
In physiological education, blended course formats (integration of face-to-face and online instruction) can facilitate increased student learning, performance, and satisfaction in classroom settings. There is limited evidence on the effectiveness of using blending course formats in laboratory settings. We evaluated the impact of blended learning on student performance and perceptions in an undergraduate exercise physiology laboratory. Using a randomized, crossover design, four laboratory topics were delivered in either a blended or traditional format. For blended laboratories, content was offloaded to self-paced video demo...
Source: AJP: Advances in Physiology Education - February 3, 2016 Category: Universities & Medical Training Authors: Elmer, S. J., Carter, K. R., Armga, A. J., Carter, J. R. Tags: HOW WE TEACH: GENERALIZABLE EDUCATION RESEARCH Source Type: research

The Integrated Clinical Anatomy Program at Alfaisal University: an innovative model of teaching clinically applied functional anatomy in a hybrid curriculum
In this report, we describe a unique program called the Integrated Clinical Anatomy Program (ICAP). The ICAP was developed at the College of Medicine of Alfaisal University in the Kingdom of Saudi Arabia. Here, we describe the unique features of this program, including the structure and facilities of the Anatomy Resource Center. The Anatomy Resource Center plays a pivotal role in engaging the students for faculty-directed structured laboratory sessions as well as peer-assisted uniform student-centered learning. The ICAP has shown great promise, as reflected by early results from a nationwide progress test. Students from al...
Source: AJP: Advances in Physiology Education - February 3, 2016 Category: Universities & Medical Training Authors: Yaqinuddin, A., Ikram, M. F., Zafar, M., Eldin, N. S., Mazhar, M. A., Qazi, S., Shaikh, A. A., Obeidat, A., Al-Kattan, K., Ganguly, P. Tags: HOW WE TEACH: GENERALIZABLE EDUCATION RESEARCH Source Type: research

Flipped classrooms and student learning: not just surface gains
The flipped classroom is a relatively new approach to undergraduate teaching in science. This approach repurposes class time to focus on application and discussion; the acquisition of basic concepts and principles is done on the students' own time before class. While current flipped classroom research has focused on student preferences and comparative learning outcomes, there remains a lack of understanding regarding its impact on students' approaches to learning. Focusing on a new flipped classroom-based course for basic medical sciences students, the purpose of the present study was to evaluate students' adjustments to t...
Source: AJP: Advances in Physiology Education - February 3, 2016 Category: Universities & Medical Training Authors: McLean, S., Attardi, S. M., Faden, L., Goldszmidt, M. Tags: HOW WE TEACH: GENERALIZABLE EDUCATION RESEARCH Source Type: research

Doing peer review and receiving feedback: impact on scientific literacy and writing skills
In conclusion, peer review is an effective teaching/learning approach for improving undergraduate Human Physiology majors' knowledge, skills, and attitudes regarding science and scientific writing. (Source: AJP: Advances in Physiology Education)
Source: AJP: Advances in Physiology Education - February 3, 2016 Category: Universities & Medical Training Authors: Geithner, C. A., Pollastro, A. N. Tags: HOW WE TEACH: GENERALIZABLE EDUCATION RESEARCH Source Type: research

Positive outcomes increase over time with the implementation of a semiflipped teaching model
The flipped teaching model can engage students in the learning process and improve learning outcomes. The purpose of the present study was to assess the outcomes of a semiflipped teaching model over time. Neurophysiology students spent the majority of class time listening to traditional didactic lectures, but they also listened to 5 online lectures and spent 8–10 class periods completing an active learning assignment. At the end of the term, students completed a survey to assess the outcomes of the active learning assignments. The positive outcomes were greater the second time the course was taught in a semiflipped m...
Source: AJP: Advances in Physiology Education - February 3, 2016 Category: Universities & Medical Training Authors: Gorres-Martens, B. K., Segovia, A. R., Pfefer, M. T. Tags: HOW WE TEACH: GENERALIZABLE EDUCATION RESEARCH Source Type: research

Academic performance in human anatomy and physiology classes: a 2-yr study of academic motivation and grade expectation
This project used a nonexperimental design with a convenience sample and studied the relationship between academic motivation, grade expectation, and academic performance in 1,210 students enrolled in undergraduate human anatomy and physiology (HAP) classes over a 2-yr period. A 42-item survey that included 28 items of the adapted academic motivation scale for HAP based on self-determination theory was administered in class during the first 3 wk of each semester. Students with higher grade point averages, who studied for longer hours and reported to be more motivated to succeed, did better academically in these classes. Th...
Source: AJP: Advances in Physiology Education - February 3, 2016 Category: Universities & Medical Training Authors: Sturges, D., Maurer, T. W., Allen, D., Gatch, D. B., Shankar, P. Tags: HOW WE TEACH: GENERALIZABLE EDUCATION RESEARCH Source Type: research

Learning theories 101: application to everyday teaching and scholarship
This article uses a mock curriculum design scenario as a framework for the introduction of five major learning theories. Foundational constructs and principles from each theory and how they apply to the proposed curriculum designs are described. A summative table that includes basic principles, constructs, and classroom applications as well as the role of the teacher and learner is also provided for each theory. (Source: AJP: Advances in Physiology Education)
Source: AJP: Advances in Physiology Education - February 3, 2016 Category: Universities & Medical Training Authors: Kay, D., Kibble, J. Tags: Best Practices Source Type: research

The XIIIth International Physiological Congress in Boston in 1929: American physiology comes of age
In the 19th century, the concept of experimental physiology originated in France with Claude Bernard, evolved in Germany stimulated by the teaching of Carl Ludwig, and later spread to Britain and then to the United States. The goal was to develop a physicochemical understanding of physiological phenomena. The first International Physiological Congress occurred in 1889 in Switzerland with an emphasis on experimental demonstrations. The XIIIth Congress, the first to be held outside of Europe, took place in Boston, MA, in 1929. It was a watershed meeting and indicated that American physiology had come of age. Meticulously org...
Source: AJP: Advances in Physiology Education - February 3, 2016 Category: Universities & Medical Training Authors: Rall, J. A. Tags: HISTORICAL PERSPECTIVES Source Type: research

Improving teaching skills: from interactive classroom to applicable knowledge
Making the transition from more traditional to more interactive lecturing can be successfully achieved by applying numerous teaching techniques. To use lecture time in the most efficient way, a lecturer should first instruct students to acquire basic knowledge before coming to class. Various in-class activities then can be used to help students develop higher thinking skills and gain better understanding of the studied material. These in-class activities can take many forms (multiple-choice questions of various complexities, compare-and-contrast tasks, quantitative and problem-solving tasks, questions dealing with interpre...
Source: AJP: Advances in Physiology Education - February 3, 2016 Category: Universities & Medical Training Authors: Vujovic, P. Tags: A PERSONAL VIEW Source Type: research

Physiology should be taught as science is practiced: an inquiry-based activity to investigate the "alkaline tide"
(Source: AJP: Advances in Physiology Education)
Source: AJP: Advances in Physiology Education - December 1, 2015 Category: Universities & Medical Training Authors: Lujan, H. L., DiCarlo, S. E. Tags: ILLUMINATIONS Source Type: research

Using order of magnitude calculations to extend student comprehension of laboratory data
(Source: AJP: Advances in Physiology Education)
Source: AJP: Advances in Physiology Education - December 1, 2015 Category: Universities & Medical Training Authors: Dean, R. L. Tags: ILLUMINATIONS Source Type: research

Interactive intragroup tutorials: a need-based modification to enhance learning in physiology
(Source: AJP: Advances in Physiology Education)
Source: AJP: Advances in Physiology Education - December 1, 2015 Category: Universities & Medical Training Authors: Srivastava, T. K., Waghmare, L. S., Jagzape, A., Mishra, V. Tags: ILLUMINATIONS Source Type: research

Maximize a team-based learning gallery walk experience: herding cats is easier than you think
(Source: AJP: Advances in Physiology Education)
Source: AJP: Advances in Physiology Education - December 1, 2015 Category: Universities & Medical Training Authors: Rodenbaugh, D. W. Tags: ILLUMINATIONS Source Type: research

Observing and understanding arterial and venous circulation differences in a physiology laboratory activity
The purpose of the present article is to describe three simple practical experiments that aim to observe and discuss the anatomic and physiological functions and differences between arteries and veins as well as the alterations observed in skin blood flow in different situations. For this activity, students were divided in small groups. In each group, a volunteer is recruited for each experiment. The experiments only require a sphygmomanometer, rubber bands, and a clock and allow students to develop a hypothesis to explain the different responses to the interruption of arterial and venous blood flow. At the end, students p...
Source: AJP: Advances in Physiology Education - December 1, 2015 Category: Universities & Medical Training Authors: Altermann, C., Goncalves, R., Lara, M. V. S., Neves, B.-H. S., Mello-Carpes, P. B. Tags: SOURCEBOOK OF LABORATORY ACTIVITIES IN PHYSIOLOGY Source Type: research

Starting physiology: bioelectrogenesis
From a Cartesian perspective of rational analysis, the electric potential difference across the cell membrane is one of the fundamental concepts for the study of physiology. Unfortunately, undergraduate students often struggle to understand the genesis of this energy gradient, which makes the teaching activity a hard task for the instructor. The topic of bioelectrogenesis encompasses multidisciplinary concepts, involves several mechanisms, and is a dynamic process, i.e., it never turns off during the lifetime of the cell. Therefore, to improve the transmission and acquisition of knowledge in this field, I present an altern...
Source: AJP: Advances in Physiology Education - December 1, 2015 Category: Universities & Medical Training Authors: Baptista, V. Tags: HOW WE TEACH: CLASSROOM AND LABORATORY RESEARCH PROJECTS Source Type: research