教育学最新文献

{"title":"Qualitative assessment of the views of academic honesty among freshmen in a physiology-based program.","authors":"Emily J Ryan, Lori Sherlock, Edward Ryan, Miriam Leary","doi":"10.1152/advan.00109.2023","DOIUrl":"10.1152/advan.00109.2023","url":null,"abstract":"<p><p>Academic dishonesty is becoming more common among university students in science, technology, engineering, and mathematics (STEM)-based programs. This is concerning because these students hold positions of responsibility in their professional careers. The purpose of this qualitative study was to examine if a student's academic standing and/or first-generation (First-Gen) status would affect their views of academic integrity and dishonesty within their academic coursework. Freshmen completed reflections at the start and end of their first semester of college. Qualitative responses from their reflections were reviewed and organized into common themes. Students were grouped based on university matriculation criteria [high-school grade-point average (GPA), Standards Admissions Test (SAT), and the American College Test (ACT) scores and parental higher education status]. The primary findings of the study demonstrated that the students responded similarly to their views of academic honesty, but some themes were more prevalent across the groups (First-Gen, Honors, and Pre-Math). This study identified several areas to help STEM students in a physiology-based program gain a better understanding of academic integrity and dishonesty.<b>NEW & NOTEWORTHY</b> A qualitative investigation of the views of academic honesty among freshmen in a physiology-based program.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"291-296"},"PeriodicalIF":1.7,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143191293","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"RAIN: a multistate research alliance to facilitate collaboration, increase student opportunities, and share core facility resources.","authors":"Brian Bothner, Shelley L Lusetti, Robert S Seville, Josh E Baker, Brian Barnes, Peter R Hoffmann, Carolyn J Hovde","doi":"10.1152/advan.00217.2024","DOIUrl":"10.1152/advan.00217.2024","url":null,"abstract":"<p><p>Since 2001, the National Institutes of Health (NIH) have funded the Institutional Development Award (IDeA) Network of Biomedical Research Excellence (INBRE) to expand biomedical research capacity among states in which NIH funding was historically low. The Western IDeA Region comprises seven states: Alaska, Hawaii, Idaho, Montana, New Mexico, Nevada, and Wyoming. Beginning in 2017, these states developed an interstate \"supernetwork\": the Regional Alliance of INBRE Networks (RAIN). RAIN's four initiatives are: <i>1</i>) holding regular INBRE program director/principal investigator (PD/PI) communication and strategy sessions; <i>2</i>) sharing research Core Facilities and programs; <i>3</i>) developing interstate undergraduate student research exchanges; and <i>4</i>) promoting interstate research collaborations. The seven INBRE PD/PIs meet monthly, usually virtually, to share administrative best practices, help each other problem-solve, and support one another's competitive renewals. Sharing IDeA-built Core Facilities and programs offers unique and/or faster services for researchers, without states needing to duplicate core capabilities. This substantially reduced costs. In 2019, ID-, MT-, and NM-INBREs estimated that sharing their existing Core Facilities and services saved $27.6 million over the course of one 5-yr funding cycle. Each undergraduate summer research program is open to other RAIN state students, with 29 student participants thus far. Faculty interdisciplinary research is promoted by a Collaboration Studio and special funding. To date, RAIN support has led to 18 scientific presentations, 12 peer-reviewed publications, and generated $1,400,000 in new NIH grants. RAIN is a model for other programs to share best practices, enhance interdisciplinary collaborations, limit redundant infrastructure, and share research/mentoring expertise.<b>NEW & NOTEWORTHY</b> The IDeA Network of Biomedical Research Excellence (INBRE) programs in all seven Western region states formed an alliance to compensate for an essentially static National Institutes of Health (NIH) budget but a growing dynamic mission. Biomedical research capacity has grown and our collaboration model benefits grant renewal, access to research Core Facilities, student preparation for the workforce, and faculty interdisciplinary solutions for complex medical problems.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"374-385"},"PeriodicalIF":1.7,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143416157","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Meeting report: an interdisciplinary approach to addressing anxiety in undergraduate active learning biology courses.","authors":"Katelyn M Cooper, Sara E Brownell, Elisabeth E Schussler, Virginia R Downing, Logan E Gin, Kelly K McDonald, Randolph M Nesse, Carly A Busch, Benjamin J England, LaToya Grigler, Samantha A Maas, Marco Molinaro, Nicole L Nieset, Amy L Pate, Jed Rasmussen, Jessica L Schleider, Amina Y Simmons, Shawn L Spurgeon, Cynthia M Stonnington, Michael Trobiano","doi":"10.1152/advan.00147.2024","DOIUrl":"10.1152/advan.00147.2024","url":null,"abstract":"","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"405-415"},"PeriodicalIF":1.7,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143494470","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Metabolic scaling: exploring the relation between metabolic rate and body size.","authors":"Beth Beason-Abmayr, David R Caprette","doi":"10.1152/advan.00171.2024","DOIUrl":"10.1152/advan.00171.2024","url":null,"abstract":"<p><p>We present an alternative to the traditional classroom lecture on the topics of metabolic scaling, allometric relationships between metabolic rate (MR) and body size, and reasons for rejecting Rubner's surface \"law,\" concepts that students have described as challenging, counterintuitive, and/or mathematical. In groups, students work with published data on MR and body size for species representing all five vertebrate groups. To support the exercise, we developed a worksheet that has students define the concept in their own words, compare different measures of MR, and evaluate plots of MR and mass-specific MR vs. body mass for both homeotherms and poikilotherms. Students also attempt to explain why selected species have exceptionally high or low MR values for their body sizes. Student feedback indicated that active learning is an effective way to learn the concepts of metabolic scaling and allometric relationships and that the opportunity to work in groups with real data stimulates interest and an appreciation for the importance of metabolic scaling to the understanding of animal physiology.<b>NEW & NOTEWORTHY</b> Here we describe a worksheet that we designed for a group exercise in which students study real data to learn about metabolic scaling in different groups of vertebrates, understand that metabolic rates are allometric functions of body size, and consider why physiologists now reject Rubner's surface \"law.\" We used this exercise in a course in animal physiology in place of the traditional lecture approach to teaching the concept of metabolic scaling.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"273-279"},"PeriodicalIF":1.7,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143034753","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Educational strategies for teaching metabolic profiles across three endurance training zones.","authors":"Denise V Macedo, Bernardo N Ide","doi":"10.1152/advan.00094.2024","DOIUrl":"10.1152/advan.00094.2024","url":null,"abstract":"<p><p>This article explores an innovative educational approach using a metabolic board designed to enhance understanding of muscle metabolism across three endurance training zones: Z1 (light intensity), Z2 (moderate intensity), and Z3 (intense/severe intensity). The aerobic threshold marks the transition from light to moderate domains and the anaerobic threshold separates moderate from intense domains, with both thresholds adapting to training. Exercises within each training zone elicit specific adaptive responses through distinct signaling pathways, but the metabolic profile induced remains relatively constant across these intensity domains. The assembly of the metabolic board is guided by interpretative questions derived from recent incremental exercise studies. By interacting with the board, students gain clear insights into the rationale for choosing between continuous and interval exercises. This interactive tool simplifies complex physiological processes into understandable components, clarifying the relationships among motor unit types and their metabolism and principal energy sources at each intensity level. By assembling the board, students demystify muscle metabolism as a continuum of responses crucial for sustaining various exercise intensities. This integration of theoretical knowledge with practical application empowers students and professionals to make informed decisions about training prescriptions, a critical element of training periodization.<b>NEW & NOTEWORTHY</b> Our pedagogical tool offers a unique and enriching learning experience. By active construction of a metabolic board using real data, focused on a predominance of a specific muscle fiber type and its metabolic characteristics across three ranges of exercise intensity domains, the tool promotes deep learning for sports science professionals.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"331-337"},"PeriodicalIF":1.7,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142985657","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Virtual laboratories complement but should not replace face-to-face classes: perceptions of life science students at Dundalk Institute of Technology, Ireland.","authors":"Caoimhin S Griffin, Sinead Loughran, Bridget Kelly, Edel Healy, Gillian Lambe, Arjan van Rossum, Brian Murphy, Eric Moore, Christopher Burke, Aoife Morrin, Carmel Breslin, Frances Heaney, Denise Rooney, Ronan Bree, Bernard T Drumm","doi":"10.1152/advan.00227.2024","DOIUrl":"10.1152/advan.00227.2024","url":null,"abstract":"<p><p>Virtual laboratories (VLs) enable students to experiment, analyze data, or interact with digital content in a nonphysical space. VLs include simulations, electronic notebooks, videos, and augmented reality. As part of the \"VL Project,\" comprising five academic institutions in Ireland, we sought to determine how VLs might enhance practical learning in undergraduate life science students at Dundalk Institute of Technology (DkIT). From 2021 to 2024, we exposed students to VLs in multiple degrees (e.g., BSc Bioscience, BSc Pharmaceutical Science, BSc Biopharmaceutical Science). We focused on Labster simulations and Lab Archives electronic notebooks. Over 600 students performed VLs in 14 modules from first to fourth year (e.g., Biotechnology, Immunology, Bioanalytical Science). We surveyed students before and after using VLs and conducted focus groups to evaluate emergent themes in depth. Among respondents (<i>n</i> = 263), the most beneficial component of laboratory experiences, as indicated by 58% of students was experimental work (as opposed to prepractical talks or postlaboratory assessments). Ninety percent of students agreed with the statement: \"VLs enhanced my level of confidence with experimental science.\" Seventy-five percent of students stated VLs should only be used to complement face-to-face (F-2-F) teaching. Thematic focus group analysis revealed students valued VLs as prelaboratory tools, allowing repeated engagement with, and troubleshooting of experiments in a safe, nontime-limited manner. In conclusion, students reinforced they valued hands-on experience, in-person instructor guidance, and real-world demonstration for experimental work. VLs can complement but should not replace F-2-F laboratory experiences in undergraduate life sciences.<b>NEW & NOTEWORTHY</b> This study represents the largest and most systematic analysis of student perceptions of life science virtual laboratories conducted in Ireland. Our findings provide student-centered feedback on the potential benefits and challenges of using virtual laboratories to enhance life science learning and have wide implications for how these resources might be best utilized in other institutions in the future.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"314-330"},"PeriodicalIF":1.7,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143069331","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Students outperform faculty in recognizing the use of active learning methods.","authors":"Giovanna Maria Gimenez Testa, Mariana Bueno de Oliveira Souza, Ângela Tavares Paes, Juliana Magdalon","doi":"10.1152/advan.00132.2024","DOIUrl":"10.1152/advan.00132.2024","url":null,"abstract":"<p><p>The implementation of active learning methods poses challenges for both instructors and students. Despite institutional support, some educators may encounter difficulties in effectively incorporating this methodology into their teaching practices. We hypothesized that one contributing factor could be the misguided self-perception regarding their class methodology. The objective of this study was to assess whether instructors and students can accurately recognize the application of active learning methods during classes and to identify the characteristics of these classes that influence the satisfaction of both educators and learners. A cross-sectional observational study was conducted during the emergency remote teaching caused by the COVID-19 pandemic. We examined 58 class sessions from a medical school program committed to active learning methodologies using an adapted version of the PORTAAL tool and administered postclass surveys to both instructors and students. Students, but not instructors, were able to accurately recognize the use of active learning methods. Additionally, class satisfaction reported by both instructors and students positively correlated with their self-perceived use of active learning methods in the class, regardless of whether the perception was more accurate, as seen in the students' perceptions, or more inaccurate, as observed in instructors' misperceptions.<b>NEW & NOTEWORTHY</b> This study assesses the recognition and satisfaction of active learning methods among instructors and students during emergency remote teaching due to COVID-19. We examined 58 medical school sessions using the PORTAAL tool and postclass surveys. Findings show students accurately identified active learning, while instructors did not. Satisfaction correlated with perceived active learning use, regardless of accuracy, highlighting the importance of aligning self-perception with actual teaching practices to enhance educational outcomes.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"356-365"},"PeriodicalIF":1.7,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143384002","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Proficiency-based grading: a potential solution learning without stressful exams.","authors":"Terence G Favero","doi":"10.1152/advan.00255.2024","DOIUrl":"10.1152/advan.00255.2024","url":null,"abstract":"<p><p>This article describes the implementation of alternative grading (AG) strategies in an upper-division kinesiology and functional human anatomy course. Traditional point-based grading systems can negatively impact student mental health, decrease intrinsic motivation, and hinder learning. To address these issues, a proficiency-based grading approach was adopted, emphasizing clearly defined standards, growth-oriented feedback, progress-indicating marks, and penalty-free reassessment opportunities. Course assessments included weekly write-ups, movement analyses, and practical examinations, with flexible submission timelines and revision opportunities. Student feedback through microassessment revealed reduced stress levels, improved time management across courses, and deeper engagement with course material. Although implementation challenges existed, particularly around the initial faculty workload, the approach demonstrated significant learning gains while supporting student well-being. Our experience suggests that alternative grading strategies can maintain academic rigor while creating a more supportive and effective learning environment in science education.<b>NEW & NOTEWORTHY</b> This article provides a practical implementation model for alternative grading in a science course, demonstrating how proficiency-based assessment can maintain academic rigor while reducing student stress.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"416-422"},"PeriodicalIF":1.7,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143505861","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Evolving resource use for self-directed learning in physiology among first-year medical students in a classroom setting.","authors":"Himel Mondal","doi":"10.1152/advan.00236.2024","DOIUrl":"10.1152/advan.00236.2024","url":null,"abstract":"<p><p>Self-directed learning (SDL) is integral to medical education. It helps in fostering critical thinking, independence, and problem-solving skills. With advancements in technology, digital tools like search engines, interactive content, and large language model (LLM) chatbots have become supplementary tools to traditional materials such as textbooks. However, limited data exist on SDL resource preferences among medical students in India since the inception of LLMs like ChatGPT. To address this, 64 medical students participated in a classroom-based SDL session on anemia. Students freely selected resources during a 40-min preparation period, followed by 20 min of writing responses to a total of five higher-order knowledge questions (i.e., questions started with \"Explain why\"). Postsession, they anonymously reported their resource use. Among 63 valid responses, 46.03% used one resource, 39.68% used two, and 14.29% used three. Search engines (61.9%) and LLM chatbots (60.32%) were the most frequently used, followed by textbooks (26.98%), with less reliance on notes, journals, and videos. Hence, there is a growing preference for search engines and LLM chatbots as an educational tool in self-directed learning in a classroom setting.<b>NEW & NOTEWORTHY</b> This study reports a shift in educational resource use for self-directed learning (SDL) among medical students after introduction of large language model (LLM) chatbots. Students use multiple sources, with digital tools like search engines and LLM chatbots nearly matching each other as the most preferred resources. Despite the accessibility and efficiency of digital tools, traditional resources like textbooks remain relevant, though less frequently chosen.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"394-397"},"PeriodicalIF":1.7,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143494469","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Jigsaw technique: will it help Gen Z nursing students?","authors":"Rashmi Chandel, Anumeha Bhagat, Anita S Malhotra, Ravi Rohilla, Gurjit Kaur, Kiran Prakash","doi":"10.1152/advan.00145.2024","DOIUrl":"10.1152/advan.00145.2024","url":null,"abstract":"<p><p>This research focuses on Generation Z (Gen Z) students, specifically those in nursing colleges. Gen Z individuals display unique characteristics in terms of thinking, personality, lifestyle, and learning preferences compared to preceding generations, necessitating adaptations in teaching methodologies within nursing schools. This study explores the effectiveness of the jigsaw technique (JST) in engaging first-year undergraduate nursing students in the learning process. Four topics (modules): Cardiovascular system (<i>module 1</i>), Respiratory system (<i>module 2</i>), Endocrine system (<i>module 3</i>), and Central nervous system (<i>module 4</i>) were selected. <i>Modules 1</i> and 2 were taught by JST to <i>group I</i> (jigsaw group) and by conventional didactic lectures to <i>group II</i> (lecture group). The groups alternated teaching methods for the remaining modules. Scores in pretest, posttest, and retention tests were higher in <i>group I</i> than in <i>group II</i>. The results were statistically highly significant (<i>P</i> = 0.000) for <i>modules 1</i>, <i>2</i>, and <i>4</i> and not significant (<i>P</i> = 0.411) for <i>module 3</i>. Analysis of student feedback revealed that 63% of students liked JST. Seventy-one percent responded that this is an interesting way of learning the topic, helped them improve their communication skills, and improved interaction with their peers. Seventy-seven percent found that JST helped them understand the topic easily. Sixty-nine percent think that this technique should be used for teaching other physiological concepts and for other undergraduate subjects as well. The study concludes that using and integrating this student-centric teaching method into Gen Z nursing education holds promise for building a foundation of robust knowledge and developing essential personality skills crucial for future nursing professionals.<b>NEW & NOTEWORTHY</b> In our study, we found that the jigsaw technique (JST) significantly improves understanding, comprehension, and retention of topics among nursing students. It also enhances teamwork, self-confidence, and communication skills, aligning with the preferences of Generation Z students. Student feedback analysis reveals that JST facilitates easier understanding of topics, increases self-confidence, improves interpersonal skills, and creates an interactive learning environment. The authors suggest practical implications for nursing education by integrating JST into the curriculum, despite time constraints.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"304-313"},"PeriodicalIF":1.7,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143054096","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}