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Physiology and pathophysiology of potassium homeostasis
Total body potassium content and proper distribution of potassium across the cell membrane is of critical importance for normal cellular function. Potassium homeostasis is maintained by several different methods. In the kidney, total body potassium content is achieved by alterations in renal excretion of potassium in response to variations in intake. Insulin and beta-adrenergic tone play critical roles in maintaining the internal distribution of potassium under normal conditions. Despite homeostatic pathways designed to maintain potassium levels within the normal range, disorders of altered potassium homeostasis are common...
Source: AJP: Advances in Physiology Education - October 17, 2016 Category: Universities & Medical Training Authors: Palmer, B. F., Clegg, D. J. Tags: STAYING CURRENT Source Type: research

Conceptualizing physiology of arterial blood pressure regulation through the logic model
(Source: AJP: Advances in Physiology Education)
Source: AJP: Advances in Physiology Education - October 9, 2016 Category: Universities & Medical Training Authors: Waghmare, L. S., Srivastava, T. K. Tags: ILLUMINATIONS Source Type: research

The pipeline of physiology courses in community colleges: to university, medical school, and beyond
Community colleges are significant in the landscape of undergraduate STEM (science technology, engineering, and mathematics) education (9), including biology, premedical, and other preprofessional education. Thirty percent of first-year medical school students in 2012 attended a community college. Students attend at different times in high school, their first 2 yr of college, and postbaccalaureate. The community college pathway is particularly important for traditionally underrepresented groups. Premedical students who first attend community college are more likely to practice in underserved communities (2). For many stude...
Source: AJP: Advances in Physiology Education - October 9, 2016 Category: Universities & Medical Training Authors: McFarland, J., Pape-Lindstrom, P. Tags: HOW WE TEACH: GENERALIZABLE EDUCATION RESEARCH Source Type: research

Simulation for undergraduates: is there a worthy return on investment?
(Source: AJP: Advances in Physiology Education)
Source: AJP: Advances in Physiology Education - October 2, 2016 Category: Universities & Medical Training Authors: Harris, D. M. Tags: LETTER TO THE EDITOR Source Type: research

An active learning exercise to facilitate understanding of nephron function: anatomy and physiology of renal transporters
(Source: AJP: Advances in Physiology Education)
Source: AJP: Advances in Physiology Education - October 2, 2016 Category: Universities & Medical Training Authors: Dirks-Naylor, A. J. Tags: ILLUMINATIONS Source Type: research

Shock and awe pedagogy!
(Source: AJP: Advances in Physiology Education)
Source: AJP: Advances in Physiology Education - October 2, 2016 Category: Universities & Medical Training Authors: Lujan, H. L., DiCarlo, S. E. Tags: ILLUMINATIONS Source Type: research

Intrinsic motivation: an overlooked component for student success
(Source: AJP: Advances in Physiology Education)
Source: AJP: Advances in Physiology Education - October 2, 2016 Category: Universities & Medical Training Authors: Augustyniak, R. A., Ables, A. Z., Guilford, P., Lujan, H. L., Cortright, R. N., DiCarlo, S. E. Tags: ILLUMINATIONS Source Type: research

Active learning in neuroscience: a manipulative to simulate visual field defects
(Source: AJP: Advances in Physiology Education)
Source: AJP: Advances in Physiology Education - October 2, 2016 Category: Universities & Medical Training Authors: Li, A. Y.-L., Carvalho, H. Tags: ILLUMINATIONS Source Type: research

Renal clearance: using an interactive activity to visualize a tricky concept
(Source: AJP: Advances in Physiology Education)
Source: AJP: Advances in Physiology Education - October 2, 2016 Category: Universities & Medical Training Authors: Hull, K. Tags: ILLUMINATIONS Source Type: research

Performance in physiology evaluation: possible improvement by active learning strategies
This study examined the performance of medical students on physiology over four semesters with and without active engagement methodologies. Four activities were used: a puzzle, a board game, a debate, and a video. The results show that engaging in activities with active methodologies before a physiology cognitive monitoring test significantly improved student performance compared with not performing the activities. We integrate the use of these methodologies with classic lectures, and this integration appears to improve the teaching/learning process in the discipline of physiology and improves the integration of physiology...
Source: AJP: Advances in Physiology Education - October 2, 2016 Category: Universities & Medical Training Authors: Montrezor, L. H. Tags: HOW WE TEACH: CLASSROOM AND LABORATORY RESEARCH PROJECTS Source Type: research

Faculty and second-year medical student perceptions of active learning in an integrated curriculum
Patients expect physicians to be lifelong learners who are able to interpret and evaluate diagnostic tests, and most medical schools list the development of lifelong learning in their program objectives. However, lecture is the most often utilized form of teaching in the first two years and is considered passive learning. The current generation of medical students has many characteristics that should support active learning pedagogies. The purpose of this study was to analyze student and faculty perceptions of active learning in an integrated medical curriculum at the second-year mark, where students have been exposed to m...
Source: AJP: Advances in Physiology Education - October 2, 2016 Category: Universities & Medical Training Authors: Tsang, A., Harris, D. M. Tags: HOW WE TEACH: GENERALIZABLE EDUCATION RESEARCH Source Type: research

Systems biology: impressions from a newcomer graduate student in 2016
As a newcomer, the philosophical basis of systems biology seems intuitive and appealing, the underlying philosophy being that the whole of a living system cannot be completely understood by the study of its individual parts. Yet answers to the questions "What is systems biology?" and "What constitutes a systems biology approach in 2016?" are somewhat more elusive. This seems to be due largely to the diversity of disciplines involved and the varying emphasis placed on the computational modeling and experimental aspects of systems biology. As such, the education of systems biology would benefit from multidisciplinary collabo...
Source: AJP: Advances in Physiology Education - October 2, 2016 Category: Universities & Medical Training Authors: Simpson, M. R. Tags: A PERSONAL VIEW Source Type: research

Team-based learning in large enrollment classes
The goal of this review is to highlight the key elements needed to successfully deploy team-based learning (TBL) in any class, but especially in large enrolment classes, where smooth logistics are essential. The text is based on a lecture and workshop given at the American Physiological Society's Institute on Teaching and Learning in Madison, WI, in June 2016. After a short overview of the TBL method, its underpinning in learning theory, and a summary of current evidence for its effectiveness, we present two case studies from our own teaching practices in a new medical school. The first case study explores critical element...
Source: AJP: Advances in Physiology Education - October 2, 2016 Category: Universities & Medical Training Authors: Kibble, J. D., Bellew, C., Asmar, A., Barkley, L. Tags: CONFERENCE Source Type: research

Humor promotes learning!
(Source: AJP: Advances in Physiology Education)
Source: AJP: Advances in Physiology Education - October 2, 2016 Category: Universities & Medical Training Authors: Lujan, H. L., DiCarlo, S. E. Tags: EDITORIALS Source Type: research

Effect of a puzzle on the process of students' learning about cardiac physiology
The aim of the present study was to evaluate the effects of using a puzzle to learn about cardiac physiology. Students were divided into control and game groups. In class 1, the control group had a 2-h theoretical class about cardiac physiology, including a detailed description of the phases of the cardiac cycle, whereas the game group had a 50-min theoretical class without the description of the cardiac cycle. In class 2, the control group did an assessment exercise before an activity with the cardiac puzzle and the game group answered questions after the above-mentioned activity. While solving the puzzle, the students ha...
Source: AJP: Advances in Physiology Education - August 10, 2016 Category: Universities & Medical Training Authors: Cardozo, L. T., Miranda, A. S., Moura, M. J. C. S., Marcondes, F. K. Tags: HOW WE TEACH: CLASSROOM AND LABORATORY RESEARCH PROJECTS Source Type: research