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.

Perceptions of undergraduate students on the use of animals in practical classes
(Source: AJP: Advances in Physiology Education)
Source: AJP: Advances in Physiology Education - August 7, 2016 Category: Universities & Medical Training Authors: Rochelle, A. B. F. A., Pasian, S. R., Silva, R. H. A., Rocha, M. J. A. Tags: ILLUMINATIONS Source Type: research

The brain robot "Herr Tie": discovering basic principles of brain function at primary school
(Source: AJP: Advances in Physiology Education)
Source: AJP: Advances in Physiology Education - August 7, 2016 Category: Universities & Medical Training Authors: Lehmann, A., Pittroff, L. Tags: ILLUMINATIONS Source Type: research

Cold pressor test using strain-gauge plethysmography
This laboratory activity is designed to teach students how to measure forearm muscle blood flow (FBF) to describe the mechanisms of peripheral blood flow thermal regulation in healthy subjects. The cold pressor test (CPT) is the clinical procedure used in the experiment to induce arterial vasoconstriction. Strain-gauge plethysmography is applied on the patient's forearm to noninvasive monitor vasoconstriction effects on local blood perfusion and physiological parameters such as blood pressure (BP) and heart rate (HR). Patients with an altered peripheral vascular resistance (e.g., in hypertension) have different responses t...
Source: AJP: Advances in Physiology Education - August 7, 2016 Category: Universities & Medical Training Authors: Feliciani, G., Peron, C., La Rocca, A., Scuppa, M. F., Malavolta, A., Bianchini, D., Corazza, I., Zannoli, R. Tags: SOURCEBOOK OF LABORATORY ACTIVITIES IN PHYSIOLOGY Source Type: research

Electrophysiology for biomedical engineering students: a practical and theoretical course in animal electrocorticography
The objective of these theoretical and practical courses is to introduce students to the topics of their projects. The present work describes an experience in electrophysiology to teach undergraduate students how to extract cortical information using electrocorticographic techniques. Students actively participate in some parts of the experience and then process and analyze the data obtained with different signal processing tools. In postlaboratory evaluations, students described the course as an exceptional opportunity for students interested in following a postgraduate science program and fully appreciated their contents....
Source: AJP: Advances in Physiology Education - August 7, 2016 Category: Universities & Medical Training Authors: Albarracin, A. L., Farfan, F. D., Coletti, M. A., Teruya, P. Y., Felice, C. J. Tags: HOW WE TEACH: CLASSROOM AND LABORATORY RESEARCH PROJECTS Source Type: research

Engaging medical undergraduates in question making: a novel way to reinforcing learning in physiology
The monotony of conventional didactic lectures makes students less attentive toward learning, and they tend to memorize isolated facts without understanding, just for the sake of passing exams. Therefore, to promote a habit of gaining indepth knowledge of basic sciences in medical undergraduates along with honing of their communication and analytical skills, we introduced this more interactive way of learning. The present study was performed on 99 first-semester medical students. After conventional didactic lectures, students were asked to prepare small conceptual questions on the topic. They were divided into two teams, w...
Source: AJP: Advances in Physiology Education - August 7, 2016 Category: Universities & Medical Training Authors: Mehta, B., Bhandari, B. Tags: HOW WE TEACH: CLASSROOM AND LABORATORY RESEARCH PROJECTS Source Type: research

A method of providing engaging formative feedback to large cohort first-year physiology and anatomy students
A growing body of evidence demonstrates a critical role for effective, meaningful feedback to enhance student learning. Effective feedback can become part of the learning cycle that is not only a learning opportunity for the student but can also be used to inform the teacher and ongoing curriculum development. Feedback is considered particularly important during the first year of university and can even be viewed as a retention strategy that can help attenuate student performance anxieties and solidify perceptions of academic support. Unfortunately, the provision of individualized, timely feedback can be particularly chall...
Source: AJP: Advances in Physiology Education - August 7, 2016 Category: Universities & Medical Training Authors: Weston-Green, K., Wallace, M. Tags: HOW WE TEACH: GENERALIZABLE EDUCATION RESEARCH Source Type: research

Changing undergraduate human anatomy and physiology laboratories: perspectives from a large-enrollment course
In the present article, a veteran lecturer of human anatomy and physiology taught several sections of the laboratory component for the first time and shares his observations and analysis from this unique perspective. The article discusses a large-enrollment, content-heavy anatomy and physiology course in relationship to published studies on learning and student self-efficacy. Changes in the laboratory component that could increase student learning are proposed. The author also points out the need for research to assess whether selective curricular changes could increase the depth of understanding and retention of learned m...
Source: AJP: Advances in Physiology Education - August 7, 2016 Category: Universities & Medical Training Authors: Griff, E. R. Tags: A PERSONAL VIEW Source Type: research

Making physiology learning memorable: a mobile phone-assisted case-based instructional strategy
The goal of the present study was to determine whether an active learning/teaching strategy facilitated with mobile technologies can improve students' levels of memory retention of key physiological concepts. We used a quasiexperimental pretest/posttest nonequivalent group design to compare the test performances of second-year medical students (n = 311) taught by conventional didactic methods (traditional group) with those involved in a case-based problem-solving learning approach facilitated with mobile phones as web-based "clickers" (experimental group). Using their cell phones, students answered the same questions about...
Source: AJP: Advances in Physiology Education - July 24, 2016 Category: Universities & Medical Training Authors: Kukolja Taradi, S., Taradi, M. Tags: HOW WE TEACH: CLASSROOM AND LABORATORY RESEARCH PROJECTS Source Type: research

Adventures in education
(Source: AJP: Advances in Physiology Education)
Source: AJP: Advances in Physiology Education - July 24, 2016 Category: Universities & Medical Training Authors: Macknight, A. D. C. Tags: CLAUDE BERNARD DISTINGUISHED LECTURE Source Type: research

Eight sages over five centuries share oxygen's discovery
During the last century, historians have discovered that between the 13th and 18th centuries, at least six sages discovered that the air we breathe contains something that we need and use. Ibn al-Nafis (1213–1288) in Cairo and Michael Servetus (1511–1553) in France accurately described the pulmonary circulation and its effect on blood color. Michael Sendivogius (1566–1636) in Poland called a part of air "the food of life" and identified it as the gas made by heating saltpetre. John Mayow (1641–1679) in Oxford found that one-fifth of air was a special gas he called "spiritus nitro aereus." Carl Wilhe...
Source: AJP: Advances in Physiology Education - July 24, 2016 Category: Universities & Medical Training Authors: Severinghaus, J. W. Tags: HISTORICAL PERSPECTIVES Source Type: research

Adding value to a graduate physiology seminar by focusing on public communication skills
(Source: AJP: Advances in Physiology Education)
Source: AJP: Advances in Physiology Education - July 20, 2016 Category: Universities & Medical Training Authors: LaRocca, T. J., Justice, J. N., Seals, D. R., Martens, C. R. Tags: ILLUMINATIONS Source Type: research

Do targeted written comments and the rubric method of delivery affect performance on future human physiology laboratory reports?
We investigated how students performed on weekly two-page laboratory reports based on whether the grading rubric was provided to the student electronically or in paper form and the inclusion of one- to two-sentence targeted comments. Subjects were registered for a 289-student, third-year human physiology class with laboratory and were randomized into four groups related to rubric delivery and targeted comments. All students received feedback via the same detailed grading rubric. At the end of the term, subjects provided consent and a self-assessment of their rubric viewing rate and preferences. There were no differences in...
Source: AJP: Advances in Physiology Education - July 20, 2016 Category: Universities & Medical Training Authors: Clayton, Z. S., Wilds, G. P., Mangum, J. E., Hocker, A. D., Dawson, S. M. Tags: HOW WE TEACH: CLASSROOM AND LABORATORY RESEARCH PROJECTS Source Type: research

Ultrasound imaging in teaching cardiac physiology
This laboratory session provides hands-on experience for students to visualize the beating human heart with ultrasound imaging. Simple views are obtained from which students can directly measure important cardiac dimensions in systole and diastole. This allows students to derive, from first principles, important measures of cardiac function, such as stroke volume, ejection fraction, and cardiac output. By repeating the measurements from a subject after a brief exercise period, an increase in stroke volume and ejection fraction are easily demonstrable, potentially with or without an increase in left ventricular end-diastoli...
Source: AJP: Advances in Physiology Education - July 20, 2016 Category: Universities & Medical Training Authors: Johnson, C. D., Montgomery, L. E. A., Quinn, J. G., Roe, S. M., Stewart, M. T., Tansey, E. A. Tags: HOW WE TEACH: CLASSROOM AND LABORATORY RESEARCH PROJECTS Source Type: research

Interteaching within a human physiology course: a comparison of first- and second-year students' learning skills and perceptions
This article describes student perceptions and outcomes in relation to the use of a novel interteaching approach. The study sample (n = 260) was taken from a large human physiology class, which included both first- and second-year students. However, unlike the first-year students, the second-year students had significant prior knowledge, having completed a previous physiology course. Active learning, where students were required to engage with course material in a self-directed manner before tutorials and to identify areas of difficulty and discuss these within tutorial sessions, was a central component of the study. The s...
Source: AJP: Advances in Physiology Education - July 20, 2016 Category: Universities & Medical Training Authors: Byrne, B., Guy, R. Tags: ILLUMINATIONS Source Type: research

First-year medical students' naïve beliefs about respiratory physiology
The present study explored the nature and frequency of physiology naïve beliefs by investigating novices' understanding of the respiratory system. Previous studies have shown considerable misconceptions related to physiology but focused mostly on specific physiological processes of normal respiration. Little is known about novices' broader understanding of breathing in a clinical context. Our study hypothesized that naïve beliefs could hamper participants' ability to understand the interrelatedness of respiratory structures and functions related to breathing during a clinical complication. The study entaile...
Source: AJP: Advances in Physiology Education - July 20, 2016 Category: Universities & Medical Training Authors: Badenhorst, E., Mamede, S., Abrahams, A., Bugarith, K., Friedling, J., Gunston, G., Kelly-Laubscher, R., Schmidt, H. G. Tags: HOW WE TEACH: CLASSROOM AND LABORATORY RESEARCH PROJECTS Source Type: research