教育学最新文献

{"title":"Endocrine metabolism via macronutrient-induced insulin response: a data analysis activity for physiology education.","authors":"Lubna Al-Gailani, Ali Al-Kaleel, Sevda Lafci Fahrioğlu","doi":"10.1152/advan.00176.2024","DOIUrl":"10.1152/advan.00176.2024","url":null,"abstract":"<p><p>Due to regulatory and logistical challenges, traditional hands-on endocrine labs can be difficult to implement. Here, we provide a flexible, dry-lab/classroom data analysis activity that eliminates the need for direct blood sampling and instead focuses on teaching analytical skills and theoretical knowledge. This article presents a dry-lab/classroom-ready dataset and teaching approach that allows students to analyze the endocrine regulation of metabolism following the consumption of foods predominantly composed of fat, protein, or carbohydrates. By examining real data on blood glucose and insulin responses, students gain a deeper understanding of how macronutrient intake influences metabolic pathways. A pilot set of data (originally collected with appropriate ethical approval) is provided, showing blood glucose and insulin levels from 15 participants randomly assigned to consume a food primarily composed of either fat, protein, or carbohydrates. This dataset is intended for in-class data analysis, where students predict and interpret changes in blood glucose and insulin using statistical tests. Postprandial glucose and insulin levels increased most dramatically after carbohydrate intake, whereas protein and fat intake produced more modest increases with minimal insulin changes. These findings align with expected endocrine responses and provide a rich dataset for student exploration of metabolic regulation. Shifting from direct laboratory work to data-driven classroom analysis offers an accessible way to teach endocrine metabolism. By using real-world data, students can practice experimental design skills, interpret statistical findings, and better understand how diet influences blood glucose and insulin levels.<b>NEW & NOTEWORTHY</b> This teaching approach offers a dry-lab/classroom exercise style activity, presenting real-world postprandial glucose and insulin data after distinct macronutrient foods. Students can use these data to hone their analytical, critical thinking, and statistical skills, while reinforcing their conceptual understanding of endocrine regulation in a flexible classroom setting.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"640-645"},"PeriodicalIF":1.7,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144056042","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":"Misconception about the application of Dalton's Law in respiratory physiology.","authors":"S Mehran Hosseini","doi":"10.1152/advan.00259.2024","DOIUrl":"10.1152/advan.00259.2024","url":null,"abstract":"<p><p>In respiratory physiology, students must have a good idea about Dalton's Law to understand the effect of water vapor pressure on the partial pressure of the respiratory gases. This illumination has two aims: the first is to introduce a student's misconception about the application of Dalton's Law in respiratory physiology, and the second is to explore the potential effect of previous incomplete knowledge on the formation of this misconception. A survey about student feedback on these topics showed that this misconception is very common, hidden, and needs to be corrected to help students learning.<b>NEW & NOTEWORTHY</b> Dalton's Law may provide a good example for students to highlight the existence of misconceptions and their effect on gaining new knowledge. The awareness of students about this misconception may improve their learning styles.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"646-650"},"PeriodicalIF":1.7,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143994715","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":"Navigating the frontier of AI-assisted student assignments: challenges, skills, and solutions.","authors":"Suzanne Estaphan, David Kramer, Harry J Witchel","doi":"10.1152/advan.00253.2024","DOIUrl":"10.1152/advan.00253.2024","url":null,"abstract":"<p><p>The rise of artificial intelligence (AI) is transforming educational practices, particularly in assessment. While AI may support the students in idea generation and summarization of source materials, it also introduces challenges related to content validity, academic integrity, and the development of critical thinking skills. Educators need strategies to navigate these complexities and maintain rigorous, ethical assessments that promote higher order cognitive skills. This article provides practical guidance for educators on designing take-home assessments (e.g. research-based assignments) in the AI era. This guidance was developed through a collaborative, consensus-driven process involving a consortium of three educators with diverse academic backgrounds, career stages, and perspectives on AI in education. Members, holding experience in higher education across the United Kingdom, United States of America, Australia, and Middle East and North Africa regions, brought varied insights into AI's role in education. The team engaged in an iterative process of refining recommendations through biweekly virtual meetings and offline discussions. Four key recommendations are presented <i>1</i>) codeveloping AI literacy among students and educators, <i>2</i>) designing assessments that prioritize process over output, <i>3</i>) validating learning through AI-free assessments, and <i>4</i>) preparing students for AI-enhanced workplaces by developing AI communication skills and promoting human-AI collaboration. These strategies emphasize ethical AI use, personalized feedback, and creativity. By adopting these approaches, educators can balance the benefits and risks of AI in assessments, fostering authentic learning while preparing students for the challenges of an AI-driven world.<b>NEW & NOTEWORTHY</b> This paper presents a framework to effectively design take-home assessments in the generative artificial intelligence (AI) era with four key recommendations to navigate the challenges and opportunities posed by generative AI. From codeveloping AI literacy to fostering human-AI collaboration, the strategies empower educators to promote authentic learning, critical thinking, and ethical AI use. Adaptable to various contexts, these insights help prepare students for an AI-driven future while maintaining academic rigor and integrity.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"633-639"},"PeriodicalIF":1.7,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144037986","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":"From anonymity to engagement: the benefits of early-semester student-instructor meetings.","authors":"James T Davis, Abigail P Sondreal, Frederick Bauer, Joseph T Cornelius","doi":"10.1152/advan.00040.2025","DOIUrl":"10.1152/advan.00040.2025","url":null,"abstract":"<p><p>Student-instructor relationships play a crucial role in academic engagement and success, yet large lecture courses often limit direct interaction. This study investigated whether a brief, early-semester meeting with the instructor could enhance student engagement and academic performance. Students (<i>n</i>_T = 423) in a large introductory physiology course were offered a five-minute, one-on-one meeting with the instructor, with a majority of students (<i>n</i>_M = 323) completing the meeting. Students (<i>n</i>_R = 336) completed a midsemester survey that assessed engagement behaviors and self-reported letter grades at midterm. Students who completed the survey and participated in the meeting (<i>n</i>_RM = 285) reported higher letter grades at midterm compared to those who did not (<i>P</i> = 0.02). These findings correlated with a moderate effect size (Cramér's V = 0.18). Similarly, an analysis of actual midterm grades between students who completed the meeting and those who did not revealed a moderate to strong effect size (Cramér's V = 0.33). While meeting participation did not significantly impact question-asking behavior during class, students reported feeling more comfortable seeking help in person, during class, and via email. Thematic analysis revealed two major themes: <i>Student Motivation and Intentions for Engaging with the Professor</i> and <i>Relationship-Building and Perceptions of the Professor</i>. Many students initially attended for extrinsic reasons (e.g., extra credit) but later expressed increased comfort with the instructor, reinforcing their willingness to engage in class. These findings suggest that structured, low-stakes interactions may improve student-instructor relationships, even in large lecture courses. Future research should explore the long-term impact of such meetings on student success and retention.<b>NEW & NOTEWORTHY</b> This study shows that brief, early-semester student-instructor meetings foster stronger connections, increase student participation, and improve self-reported academic performance in large lecture courses. The following article demonstrates how a simple, scalable strategy can transform student-instructor relationships and enhance learning outcomes.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"605-610"},"PeriodicalIF":1.7,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144057385","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":"Bibliometric guides to early physical exercise, education, and rehabilitation research on girls and women.","authors":"James L Nuzzo","doi":"10.1152/advan.00196.2024","DOIUrl":"10.1152/advan.00196.2024","url":null,"abstract":"<p><p>Today, the historical representation of women as participants in exercise science research is frequently discussed. Often omitted from these discussions is women's participation in early research in fields that are historically linked to exercise science such as physical education and physical therapy. Much interest in women's health was expressed in papers published in these other fields, thus omission of this content from contemporary discussions about women's research representation gives an impression that early researchers, many of whom were female physical educators and therapists, were disinterested in women's health, including the menstrual cycle. To address this impression and expand historical knowledge, I created two bibliometric lists of relevant historical content published in physical exercise, education, and rehabilitation (PEER) journals before 1980. The first list is comprised of 95 papers that included 306 photographs of girls and women participating in PEER research between 1907 and 1979. These papers were discovered via searches of personal files and the complete digital archives of <i>Journal of Applied Physiology</i> (1948-1979), <i>Medicine and Science in Sports</i> (1969-1979), and <i>Research Quarterly</i> (1930-1979). Photographs often showed girls and women being assessed on muscle strength, motor skill learning, body composition, and posture. The second list is comprised of 77 papers (1876-1979) that included data or commentary on the menstrual cycle or menstrual symptoms (e.g., dysmenorrhea) within PEER contexts. Brief descriptions of the papers and photographs are presented. Educators and researchers can use these bibliometric lists to enrich future lectures and writings regarding the history of women's early participation in PEER research.<b>NEW & NOTEWORTHY</b> I created one bibliometric list of 95 journal papers that included photographs of girls and women participating in early physical exercise, education, and rehabilitation (PEER) research and another bibliometric list of 77 early PEER papers that contained data or commentary on the menstrual cycle or menstrual symptoms within PEER contexts. Educators and researchers can use these papers to enrich future lectures and writings regarding the history of women's early participation in PEER research.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"668-679"},"PeriodicalIF":1.7,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144094198","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":"Active learning to improve numeracy skills and confidence using quizzes in first-year biomedical science undergraduates.","authors":"Stephen M Fitzjohn, Alice M Semenenko, Frances M MacMillan","doi":"10.1152/advan.00199.2024","DOIUrl":"10.1152/advan.00199.2024","url":null,"abstract":"<p><p>In response to a decline in the numeracy skills and confidence of first-year biomedical science undergraduate students, a series of quizzes was developed to encourage students to practice their numeracy skills with topic-related problems. The quizzes were created using existing tools in the online learning platform Blackboard (Blackboard, Inc.). The organization of the quizzes included repetition and a gamification element to encourage engagement by students. Analysis of pre- and postassessment data as well as a final subject-related test demonstrate a statistically significant improvement of the test scores in the students who engaged with the quizzes compared to those who did not. The confidence of the students who completed all the quizzes also improved. This strategy and configuration of quizzes could easily be adapted to topics other than numeracy.<b>NEW & NOTEWORTHY</b> Do your students struggle with numeracy skills related to physiology? We have developed a series of online quizzes that have been shown to improve student confidence and ability in numeracy.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"680-685"},"PeriodicalIF":1.7,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144136339","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 escape rooms in anatomy education: case studies from two institutions.","authors":"Aaron W Beger, Sarah Hannan, Riya Patel, Eva M Sweeney","doi":"10.1152/advan.00248.2024","DOIUrl":"10.1152/advan.00248.2024","url":null,"abstract":"<p><p>Virtual escape rooms (ERs) require learners to solve puzzles and answer riddles while trying to \"escape\" a digital room. Although the educational merit of such gamified learning activities continues to be realized, guides on the development of ERs are lacking, as well as student perceptions on how, if, and where they should be integrated into medical curricula. Therefore, the aim of this study was to describe the experiences of building anatomy-themed virtual ERs of differing formats at two separate institutions, Queen's University Belfast (QUB) and Edward Via College of Osteopathic Medicine (VCOM), focusing on abdominal and upper limb anatomy, respectively. Google Workspace applications served as the primary platform. Three-dimensional (3-D) models were built with photogrammetry techniques or Virtual Human Dissector software (www.toltech.net) and integrated into the ER. Of 69 students and staff invited at QUB, 9 (13%) participated in the in-person virtual ER in teams of two or three (7 medical students, 2 anatomy instructors). Of 27 VCOM medical students invited, 8 (30%) agreed to participate and individually completed VCOM's virtual ER remotely. Anonymous surveys and a focus group revealed the ERs to be enjoyable and engaging and that they encouraged participants to think about material in a new way while helping them to identify knowledge gaps. Strengths and weaknesses of different designs (linear vs. nonlinear), delivery methods (in person vs. remote), and grouping of participants (team based vs. individual) were realized and discussed, revealing opportunities for optimizing the experience. Future studies would benefit from increasing sample sizes to assess the learning gain of such activities.<b>NEW & NOTEWORTHY</b> Virtual escape rooms (ERs) offer an innovative way to expose students to educational material in a creative, engaging way, particularly when they incorporate three-dimensional (3-D) models. Activities can be readily built with Google Workspace. Offering this activity to teams in a physical setting may promote collaboration and maximize the educational utility, whereas having learners complete it remotely on an individual basis may be more convenient, allowing them to fit it in their study schedule at their own convenience.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"621-632"},"PeriodicalIF":1.7,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143774843","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":"From virtual to reality: evaluating student attitudes through VR dissection preparations: a use case.","authors":"Sarah Shine, Julia Warznie, Guoli Zhou, John Zubek","doi":"10.1152/advan.00170.2024","DOIUrl":"10.1152/advan.00170.2024","url":null,"abstract":"<p><p>Animal dissections have long been central to anatomy and physiology education, despite their costs, safety issues, and ethical concerns. Alternatives like computer-based simulations and synthetic models often fail to replicate the authentic experience of live dissections. Virtual reality (VR) offers an immersive, interactive alternative that simulates hands-on dissections with real-time feedback and skill-building opportunities, while also mitigating ethical and emotional concerns associated with live specimens. We surveyed 118 undergraduate physiology students to assess their attitudes and preferences regarding both VR and live frog dissections, both before and after participating in each method. Although VR was not universally seen as a complete replacement, a large portion of students (80%) still recognized the hands-on value of live dissections in their education. A small cohort viewed them as \"neutral\" or \"unnecessary\" postsurvey, although this trend was insignificant (<i>P</i> = 0.093). Notably, 28% of students reported an increased preference for live dissections after the experiment, citing excitement and perceived educational value. In contrast, 15% expressed a preference for VR, highlighting its enhanced comfort and reduced discomfort. Our findings suggest VR as a supplementary tool, particularly for students hesitant about live dissection, and highlight its potential in science education. This research contributes to ongoing discussions on integrating new technologies into the laboratory and clinical education frameworks to improve learning outcomes.<b>NEW & NOTEWORTHY</b> As animal dissection becomes less common in science, technology, engineering, and mathematics (STEM) education, alternative methods like virtual reality (VR) are being explored. With the emphasis on training future healthcare professionals, it's crucial to understand how students perceive these methods. VR may help bridge the gap, but students' attitudes toward dissection and VR's role remain underexplored. We tested VR dissections followed by live dissections to better understand students' learning experiences in these environments.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"611-620"},"PeriodicalIF":1.7,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144057527","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":"From compliance to moduli: clarifying basic mechanical properties of biological tissues.","authors":"Nora Laban, Radwa Dawood, Serena Y Kuang","doi":"10.1152/advan.00032.2025","DOIUrl":"10.1152/advan.00032.2025","url":null,"abstract":"<p><p>In physiology education, terms such as compliance, distensibility, capacitance, elastance, elasticity, etc. refer to the mechanical properties of biological tissues but are often a source of confusion in teaching and learning. This article identifies three main causes underlying the confusion: <i>1</i>) inconsistent interpretations of mathematically defined terms, <i>2</i>) a gap between physiologic and material science terminology, and <i>3</i>) a lack of illustration of the interrelationships among these terms. To address these problems, we divide these terms into three groups: terms measuring how easily a structure can be deformed, terms measuring the stiffness of a structure (i.e., how resistant a structure is to deformation), and other terms. Through clarifying the terms in groups and introducing two fundamental terms in material science (Young's modulus and bulk modulus) that are often missing in physiology education, the problems above are resolved and a relatively complete picture of the mechanical property-related terms is provided. This article serves as a critical resource for physiology educators, researchers, and clinicians and a robust foundation for improved teaching, research, and clinical applications of tissue mechanics.<b>NEW & NOTEWORTHY</b> This article advances physiology education by clarifying the basic mechanical property-related terms in physiology, introducing two fundamental terms in material science that are often missing in physiology education, and revealing the interrelationships among these terms. It serves as a handy tool kit for physiology educators, researchers, as well as clinicians to select and apply these terms appropriately based on their needs.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"651-658"},"PeriodicalIF":1.7,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144081866","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":"Implementing core concept teaching in an integrated, clinical presentation model medical school curriculum.","authors":"Mary M Pelkowski, Xiaojun Qi-Lytle, Gabi N Waite","doi":"10.1152/advan.00189.2024","DOIUrl":"10.1152/advan.00189.2024","url":null,"abstract":"<p><p>The evolving designs of medical school curricula, coupled with the inherently difficult nature of physiology, can create unique challenges and opportunities for physiology educators as they strive to help students acquire the knowledge and understanding needed to become excellent physicians. Core concept teaching and its potential benefits have been well described. The use of core concepts can help to right size content for students, allowing them to build a framework of knowledge and then transfer their understanding to new contexts as they are encountered. However, the implementation of core concept teaching within undergraduate medical education is less thoroughly described. Some unique aspects of teaching basic sciences in medical education may include integrated curricula where many disciplines are presented simultaneously, models that depart from the sequence of topics as they would traditionally be presented in a physiology course, and team teaching. We chose to implement core concept teaching in the preclerkship physiology curriculum at our institution to better facilitate students' conceptual understanding, critical thinking, and ability to transfer their knowledge. In doing so, we have highlighted our approaches to navigating some of the aforementioned challenges that physiology educators may face as they adapt core concept teaching to medical school curricula.<b>NEW & NOTEWORTHY</b> We present a process for implementing physiology core concept teaching in an integrated, team-taught medical school curriculum, which combines a clinical presentation model with flipped classroom pedagogy.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"659-666"},"PeriodicalIF":1.7,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144129384","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}