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":"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":"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":"To disrupt the traditional compartmentalized learning of nutrition functions, a proposition for integrative teaching at undergraduate level.","authors":"Rémi Cadet","doi":"10.1152/advan.00231.2024","DOIUrl":"10.1152/advan.00231.2024","url":null,"abstract":"<p><p>Rather than an anatomy-centered study of the nutrition functions of the body (circulation, respiration, food digestion, and intestinal absorption of nutrients) as found in undergraduate physiology textbooks, a more integrative, mechanistic approach to teaching human physiology at the undergraduate level in science faculties is presented. Starting from the cell's needs for nutrients and oxygen, this proposal highlights the way in which each organ or apparatus ensures cell function. Then the fundamental physiological concepts of structure-function relationships and matter gradients can be constructed by considering the physicochemical mechanisms involved. The diversity of devices found in circulatory, ventilatory, and digestive systems is then examined through the prism of the mechanisms used to maintain gradients in nutrient concentration or gas partial pressure through exchange surfaces. Finally, the systems controlling nutrition functions are studied in fluctuating physiological contexts, such as during physical exercise or fasting. The presented pedagogical approach emphasizes the integration of functions on an organism-wide scale and focuses teaching on basic mechanisms rather than on the description of structures, while ensuring the transferability of physiological concepts. This pedagogical approach seems particularly relevant for the training of undergraduate students intending to teach biology in secondary education.<b>NEW & NOTEWORTHY</b> A proposal for teaching of human physiology at the undergraduate level in a science faculty outlines a pedagogical progression centered on cellular requirements for nutrients and oxygen. Rather than being taught independently, the three nutrition functions, circulation, respiration, and digestion, are interrelated and functional similarities are highlighted. The core concepts of physiology are thus more integrated at the organism level, with an emphasis on common mechanisms rather than specific structures.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"599-603"},"PeriodicalIF":1.7,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143626772","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":"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}