教育学最新文献

{"title":"Balancing act: enhancing student comprehension of acid-base physiology through interactive, system-based teaching.","authors":"Tamara Dakic, Tijana Cvetic Antic, Tanja Jevdjovic, Iva Lakic, Aleksandra Ruzicic, Predrag Vujovic","doi":"10.1152/advan.00133.2025","DOIUrl":"10.1152/advan.00133.2025","url":null,"abstract":"<p><p>Acid-base physiology is widely recognized as one of the most conceptually challenging topics in undergraduate education due to its interdisciplinary nature and the necessity for both mechanistic and integrative understanding. This article presents a structured, system-based teaching framework designed to enhance student comprehension of acid-base balance by promoting active learning and conceptual integration across organ systems. The instructional model is organized around four core modules: mastering terminology, identifying acid sources, exploring regulatory mechanisms, and understanding acid-base disorders. Notably, the approach introduces a specific sequence for concept delivery, supported by interactive in-class activities such as multiple-choice questions, open-ended prompts, pattern recognition tasks, physiological reflex analysis, and the construction of concept maps. This format encourages students to link molecular mechanisms with systemic outcomes and fosters the application of knowledge to clinical and everyday life scenarios.<b>NEW & NOTEWORTHY</b> This teaching strategy not only enhances understanding of acid-base regulation but also exemplifies how system-based integration, interactive learning, and scaffolded concept development can transform the delivery of complex physiological content. The integration of teleological reasoning with mechanistic analysis and the explicit teaching of homeostatic patterns improves higher order thinking. Implementation of this framework significantly improved student performance on acid-base physiology exam questions and reduced the proportion of students identifying acid-base balance as one of the most difficult topics.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"855-861"},"PeriodicalIF":1.7,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144790646","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":"Instructor-perceived benefits and costs of inviting students to voluntarily answer questions in large science courses.","authors":"Erika M Nadile, Makena R Winton, Tasneem F Mohammed, James P Collins, Sara E Brownell, Katelyn M Cooper","doi":"10.1152/advan.00186.2024","DOIUrl":"10.1152/advan.00186.2024","url":null,"abstract":"<p><p>In large undergraduate science courses, instructors often invite students to voluntarily answer questions (VANQ) in front of the class for a variety of pedagogical reasons. However, it is unclear what drives instructor decisions to use this practice. We conducted exploratory interviews with 21 college science instructors from a research-intensive institution; some invite students to VANQ and some do not. We probed the perceived costs and benefits associated with inviting students to VANQ and participants' reasoning for why they implement or avoid the practice in their science courses. We found that instructors perceive that asking students to VANQ builds students' skills and knowledge. However, participants acknowledged that the practice could take away time from content delivery and potentially damage the instructor-student relationship. Instructors reported inviting students to VANQ for the purpose of maximizing student learning and avoided the practice to prevent an inequitable classroom environment. This study is the first to examine instructor opinions of and motivations for inviting students to VANQ.<b>NEW & NOTEWORTHY</b> There is little research suggesting that asking students to voluntarily answer questions (VANQ) in large science classes leads to student learning, yet substantial evidence shows inviting students to VANQ results in inequities in whose voices are heard. Instructors reported that implementing VANQ may lead to learning for all students but felt it could take away time from content delivery and potentially damage the instructor-student relationship. In sum, instructors invite students to VANQ to promote learning, and some avoid it to prevent inequities in class.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"909-923"},"PeriodicalIF":1.7,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144856919","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":"Biomedical graduate outcomes unlocked: LinkedIn as a powerful tracking tool.","authors":"Christine C M Lee, Yanchen Ji, Emilie Collins, Bethany Howard, Julia Choate","doi":"10.1152/advan.00136.2025","DOIUrl":"10.1152/advan.00136.2025","url":null,"abstract":"<p><p>Biomedical Science is a popular multivocational degree that exposes students to body systems knowledge and scientific research skills, preparing them for work or further study in biomedical research and industry or health professions. With a diverse range of graduate outcomes, biomedical students report feeling uncertain about their career prospects. To date, there are limited data on the employment outcomes of Australian Biomedical Science graduates. We recently reported on the use of the professional networking LinkedIn platform to track employment outcomes and enhance career awareness for Physiology Major graduates. The LinkedIn Alumni Function (LAF) extends the capability to track graduate outcomes with high-level insights on what they do and what they are skilled at. The LAF was used in this study to track Bachelor of Biomedical Science alumni, who graduated between 2016 and 2024, from 38 Australian universities (<i>n</i> = 18,413). Alumni from the research-intensive Group of Eight (Go8) Australian universities were compared with those of other universities to assess any difference in the employment outcomes of their graduates. Biomedical Science alumni were mostly employed in the research sector (20%), followed by education (16%) and healthcare services (15%). A greater proportion of alumni from Go8 universities work in the research and education sectors, while relatively more non-Go8 graduates have a profession in healthcare services. Research, communication, and teamwork were the top three promoted skills by Biomedical Science alumni. Data obtained through the LAF could boost course promotion and curriculum design by providing clear indications of career pathways and skill sets to maximize graduate employability.<b>NEW & NOTEWORTHY</b> This is the first study to report on Biomedical Science graduate employment outcomes, using the novel LinkedIn Alumni Function. The data show that one-fifth of Biomedical Science alumni pursued a career in the research sector, followed by 16% in education and 15% in healthcare services. Research, communication, and teamwork are the top skills publicized by Biomedical Science alumni in professional networking.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"883-889"},"PeriodicalIF":1.7,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144823102","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":"Collaborative Learning and Soft Skills Seminar (CLASS): an innovative pedagogy for enhancing engagement and assessment in large-class settings.","authors":"Thotegowdanapalya C Mohan, Charukesi Rajulu, Chaya Gopalan, Mohanram Arun","doi":"10.1152/advan.00063.2025","DOIUrl":"10.1152/advan.00063.2025","url":null,"abstract":"<p><p>Collaborative Learning and Soft Skills Seminar (CLASS) is an innovative pedagogical method for assessing large groups of students within the constraints of a short semester. In this approach, students are organized into teams of four, collaboratively selecting a subject-related topic. Each team delivers a 20-min presentation with 20 slides, with every student contributing a 4- to 5-min segment. The order of presentation is determined randomly and finalized by the instructor at the time of the presentation, introducing an element of spontaneity. Constructive feedback is provided post presentation to each student, ensuring both academic evaluation and soft skills development. This method fosters essential skills such as time management, teamwork, creativity in presentation slide design, and situational adaptability.<b>NEW & NOTEWORTHY</b> The CLASS (Collaborative Learning and Soft Skills Seminar) method is a structured way to assess students in large classrooms while improving teamwork and communication. Students work in teams, choose a topic, and give presentations in a randomly assigned speaking order. This approach helps develop confidence, time management, and creativity. It also allows teachers to assess both knowledge and soft skills. CLASS enhances student engagement and equips them for twenty-first century skills essential for future careers.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"924-928"},"PeriodicalIF":1.7,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144977419","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 GRATL and artificial intelligence in experiential learning of obesity physiology and etiology.","authors":"Zhiyong Cheng, Jinying Yang, Karla P Shelnutt","doi":"10.1152/advan.00025.2025","DOIUrl":"10.1152/advan.00025.2025","url":null,"abstract":"<p><p>Learning and dissemination of obesity physiology and etiology knowledge are essential to prevention and treatment of this chronic disease through concerted efforts from both professionals and the general public. In this article, we describe an innovative Gain in Research Ability Test per Literature (GRATL) framework that integrates artificial intelligence (AI) into experiential learning (EL) of obesity physiology and etiology through community outreach projects. The GRATL framework sets seven areas of research competencies, i.e., Identify, Question, Plan, Conduct, Analyze, Conclude, and Communicate, as the anticipated learning outcomes (ALOs), and it navigates the design and implementation of research and learning activities. The quantitative matrix of GRATL navigated AI application through rigorous verification and assessed the growth of students' research ability. Our data suggest that the GRATL framework enhanced students' discipline knowledge, research ability, and career competency skills including communication, problem-solving, critical thinking, knowledge construction with AI assistance, teamwork, leadership, and self-management. In addition, the students helped the communities gain a better understanding of obesity and appreciated the roles of lifestyle behaviors in chronic disease. As the seven areas of research competencies are valued and observed across disciplines, the GRATL framework coupled with AI-assisted EL may be adjustable and scalable in teaching and learning of other subjects.<b>NEW & NOTEWORTHY</b> Obesity is a global public health issue. Concerted efforts are needed from both professionals and the public to prevent and treat the chronic disease. Here we describe a GRATL framework that engages college students and the public to learn obesity physiology and etiology through AI-assisted experiential learning and citizen science. Implementation of the GRATL framework enhances students' discipline knowledge, research ability, and career competency skills, and it also helps the public gain a better understanding of obesity.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"871-878"},"PeriodicalIF":1.7,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144719081","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":"Redesigning medical education: inclusive strategies for nontraditional medical students in flipped classrooms and integrated curricula.","authors":"Cesar Barrabi","doi":"10.1152/advan.00076.2025","DOIUrl":"10.1152/advan.00076.2025","url":null,"abstract":"<p><p>Medical education has undergone major reforms with integrated and flipped curricula aiming to enhance active learning and clinical relevance. However, these models often assume a uniform learner profile, potentially disadvantaging nontraditional medical students (NTMSs) who bring diverse backgrounds, experiences, and challenges. This paper explores who NTMSs are, how curricular design impacts their learning, and what targeted strategies support their success. Reviewing current literature, we highlight the importance of flexible pacing, mentorship, recognition of varied strengths, and pipeline initiatives tailored to NTMSs. Examples from physiology education illustrate how integration and active learning can be structured inclusively. We also present institutional models providing practical accommodations and representation for NTMSs. Together, these insights offer a framework for medical schools to foster equity and inclusion, ensuring diverse learners thrive and contribute fully to the healthcare workforce.<b>NEW & NOTEWORTHY</b> This article explores inclusive strategies for teaching nontraditional medical students (NTMSs) in modern medical curricula. It highlights how flipped classrooms, integrated curricula, and institutional models can support diverse learners through structured, active, and clinically relevant approaches. Drawing on recent literature and physiology-focused examples, the article offers practical, evidence-based insights for designing learning environments that promote equity, engagement, and academic success for students with varied backgrounds, life experiences, and educational pathways.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"879-882"},"PeriodicalIF":1.7,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144823103","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":"Enhancing respiratory physiology instruction with point-of-care ultrasound: a brief educational intervention.","authors":"Spencer A Vroegop, Sydney R Sudler, Halley M McDonald, Layla Al-Nakkash","doi":"10.1152/advan.00114.2025","DOIUrl":"10.1152/advan.00114.2025","url":null,"abstract":"<p><p>Point-of-care ultrasound (POCUS) is increasingly recognized as a valuable educational adjunct in medical school curricula, particularly for reinforcing physiology through dynamic, real-time visualization. Despite its growing relevance, integration of POCUS into preclinical instruction, especially in the context of pulmonary physiology, remains limited. This illumination paper describes the development, implementation, and initial outcomes of a 30-minute lung physiology ultrasound workshop designed to supplement the respiratory block lectures in a first-year medical physiology course.<b>NEW & NOTEWORTHY</b> This paper presents a novel, replicable model for integrating ultrasound education into preclinical medical training through a time-efficient, physiology-aligned workshop. Unlike most existing ultrasound initiatives that focus on anatomy or are embedded within clinical clerkships, this workshop targets the underexplored area of functional pulmonary physiology within the basic science curriculum using live models and workshop goals directly tied to course learning objectives.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"929-933"},"PeriodicalIF":1.7,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144977398","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":"Making the invisible visible: exploring cardiovascular regulation with a simple analog blood pressure model.","authors":"Heidi L Lujan, Stephen E DiCarlo","doi":"10.1152/advan.00172.2025","DOIUrl":"10.1152/advan.00172.2025","url":null,"abstract":"<p><p>Blood pressure regulation keeps us alive, yet its underlying mechanisms often remain abstract for students. Heart rate, stroke volume, vascular resistance, and compliance interact continuously to shape arterial pressure, but in many classrooms, these variables feel disconnected from observable outcomes. To bridge this gap, we developed a simple, low-cost analog model that allows learners to manipulate key cardiovascular parameters and immediately observe the results. The model consists of a hand-operated bicycle pump (heart), 60-mL syringe (compliance chamber), adjustable clamp (vascular resistance), manometer (arterial pressure), and transparent flow reservoir. Together, these components externalize normally hidden variables, allowing students to explore how changes in cardiac output, resistance, and compliance alter pressure waveforms and flow dynamics in real time. The flow reservoir provides intuitive visual feedback: high compliance produces steady, laminar bubble flow, whereas low compliance generates phasic, turbulent flow. The model was implemented in large-group classroom demonstrations and small-group laboratory sessions. Across settings, students reported increased understanding and engagement, while instructors observed enhanced mechanistic reasoning and conceptual clarity. The model is affordable and reusable and requires no animal use, making it adaptable for a wide range of educational environments. By making the invisible visible, this model transforms cardiovascular physiology from abstract theory into an interactive, accessible learning experience.<b>NEW & NOTEWORTHY</b> This simple, hands-on model lets students take control of the cardiovascular system, adjusting heart rate, stroke volume, resistance, and compliance, and immediately see how pressure and flow respond. Built from inexpensive materials, it transforms abstract hemodynamic principles into visible, interactive outcomes. By making the invisible visible, this model sparks curiosity, promotes mechanistic reasoning, and brings cardiovascular physiology to life in classrooms and labs.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"899-908"},"PeriodicalIF":1.7,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144838493","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":"Effects of blended active methodology on learning about blood pressure control, students' perception, and test-induced stress and anxiety.","authors":"Fernanda Klein Marcondes, Lais Tono Cardozo, Patricia Oliveira Lima, Karina Reche Casale, Maria Antonia Ramos de Azevedo","doi":"10.1152/advan.00093.2025","DOIUrl":"10.1152/advan.00093.2025","url":null,"abstract":"<p><p>This study aimed to analyze the effect of blended active method (BAM) on blood pressure (BP) control learning, pretest stress and anxiety, and students' perceptions. With approval from the institutional ethics committee, two freshman Dentistry classes were assigned to either a traditional method (TM; <i>n</i> = 50) or BAM (<i>n</i> = 49) group. All students completed the State-Trait Anxiety Inventory (STAI) and provided saliva samples for cortisol and alpha-amylase measurements at baseline and before the exam. The TM group attended two lectures on BP control. In BAM, <i>class 1</i> involved team discussions of clinical scenarios involving BP alterations. Before <i>class 2</i>, students watched pre-class videos with embedded questions (Edpuzzle) and completed an interactive online lesson (Lt-Kuracloud) with exercises and immediate feedback. In <i>class 2</i>, students took an individual test and, in teams, analyzed which BP control systems were activated in the previous scenarios, explaining the physiological responses involved. In <i>class 3</i>, both groups completed the STAI, performed saliva collection, and a summative exam on BP control. Test scores were compared using <i>t</i> tests; anxiety and biomarker stress levels were analyzed with two-way ANOVA. BAM students achieved significantly higher exam scores (8.75 ± 1.17) compared to TM (7.27 ± 1.82). Before the exam, the TM group showed higher alpha-amylase, cortisol, and anxiety levels than BAM. According to student perceptions, BAM strategies effectively supported BP control learning. Overall, BAM improved learning outcomes and helped reduce pretest stress and anxiety compared to traditional teaching.<b>NEW & NOTEWORTHY</b> This study demonstrates that a blended active method (BAM), combining team discussions, interactive online lessons, and formative assessments, improves learning outcomes and reduces pretest stress and anxiety in university students studying blood pressure control. Unlike traditional lectures, BAM provided immediate feedback and opportunities for collaborative problem-solving. The study also measured physiological stress markers (cortisol and alpha-amylase), confirming BAM's effectiveness in promoting both cognitive performance and emotional well-being in a higher education health sciences setting.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"862-870"},"PeriodicalIF":1.7,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144790647","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 lab: A postdoctoral researcher's guide to mentorship for MD students.","authors":"Shiyue Sun, Tingting Chen, Hafiz Muhammad Ahmad Javaid","doi":"10.1111/medu.15704","DOIUrl":"10.1111/medu.15704","url":null,"abstract":"","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":" ","pages":"1117-1118"},"PeriodicalIF":5.2,"publicationDate":"2025-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143803682","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}