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":"Medical education for the future generation - why you should listen to students' voices: Insights from the AMEE symposium.","authors":"Lara Serban, Clara Ehrenzeller, Claudia Schlegel, Monika Brodmann Maeder","doi":"10.1080/0142159X.2025.2501256","DOIUrl":"10.1080/0142159X.2025.2501256","url":null,"abstract":"<p><p><b>Introduction:</b> Healthcare providers are confronted with an increasingly diverse population with different attitudes towards medical care. Medical education has recognized this by including principles of diversity, equity, and inclusion. Student involvement is essential for creating inclusive curricula and can prevent them from losing motivation for their future profession. <b>Methods:</b> This article is a thematic summary of the AMEE 2024 symposium \"Medical Education for the Future Generation - Why You Should Listen to Students' Voices\". Data was collected from the panellists' statements and audience contributions. Using Braun and Clarke's approach, the authors performed a thematic analysis to identify key themes, independently reviewed data, and reached consensus on themes through group discussion. <b>Results:</b> Three main themes could be identified related to curriculum development in health professions education: Inclusivity, open-mindedness, and the integration of the young generation. Students should be empowered to engage as key stakeholders and should become co-creators of knowledge. <b>Discussion:</b> Inclusive education aims to equip future healthcare professionals with the competencies to provide optimal care for all patients, regardless of background. Empowering students to contribute meaningfully to curriculum changes and co-create knowledge strengthens the learning environment. Involvement of students and non-traditional educators shifts the paradigm towards co-creation.</p>","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"1551-1554"},"PeriodicalIF":3.3,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144022884","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Compatibility of eugenol anesthesia with classroom physiology experiments on nerve and muscle of frogs.","authors":"Katherine I Rees, Skye T Foucrier, Lauren G Hinrichs, Ryan S N Sekhon, Jason M Blank","doi":"10.1152/advan.00094.2025","DOIUrl":"10.1152/advan.00094.2025","url":null,"abstract":"<p><p>Frogs serve as valuable model organisms for studying physiological responses of nerve, skeletal muscle, and the heart in undergraduate biology labs. Induced hypothermia before pithing is the traditional method of euthanasia, but some veterinary guidelines discourage this practice and recommend chemical anesthesia instead. However, the most commonly used anesthetic, MS-222, may negatively interfere with physiology experiments. We sought an alternative anesthetic and tested the hypothesis that eugenol anesthesia is compatible with classroom nerve and muscle experiments on frogs. Bullfrogs were euthanized after eugenol anesthesia or chilling. Additional groups of frogs were soaked in eugenol for extended durations of 30, 60, or 90 minutes beyond reflex loss. The sciatic nerve was stimulated while the gastrocnemius force was measured using an isometric force transducer. The threshold voltage eliciting a muscle contraction and the peak isometric twitch force were recorded at 15-minute intervals for 2 hours. Eugenol reliably induced loss of reflexes in approximately 20 to 35 minutes. While eugenol increased the threshold voltage required for a muscle contraction and decreased force production, neuromuscular preparations maintained the ability to respond adequately to electrical stimulation, supporting eugenol's viability as an alternative anesthetic for classroom experiments. To further characterize the anesthetic's effects, isolated sciatic nerves were soaked in eugenol solutions and evaluated for compound action potential amplitude and action potential threshold voltage. Eugenol reduced maximum compound action potential amplitude and increased the action potential threshold voltage, with inhibitory effects dependent on the duration of exposure and reversible upon soaking in Ringer's solution.<b>NEW & NOTEWORTHY</b> Prior studies, including Medler in 2019 (<i>Adv Physiol Educ</i> 43: 69-75, 2019), have shown that the primary anesthetic used in fish and other aquatic vertebrates, MS-222, blocks nerve and muscle function and thus interferes with classroom neuromuscular physiology demonstrations in frogs. In this study, we show that eugenol anesthesia is practical and effective for classroom experiments, and we characterize the effect of eugenol on neuromuscular physiology over different anesthetic durations.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"824-834"},"PeriodicalIF":1.7,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144621102","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":"Why great students rarely make it to medical school: the antithesis between medical admissions and intellectual excellence.","authors":"Heidi L Lujan, Stephen E DiCarlo","doi":"10.1152/advan.00176.2025","DOIUrl":"10.1152/advan.00176.2025","url":null,"abstract":"<p><p>What if the best students, the truly curious, creative, and intellectually fearless, are the very ones quietly filtered out by the admissions process? This Personal View confronts a hard truth: the medical admissions process, hailed as rigorous and fair, systematically selects against deep thinkers. By elevating GPA, MCAT scores, and strategically curated experiences, the system rewards compliance, performance, and risk avoidance, traits antithetical to authentic learning. Premedical education has become a crucible of conformity. Students quickly learn that exploration is dangerous, ambiguity is punished, and box-checking is everything. Great students, those who read widely, think deeply, and challenge assumptions, either contort themselves into applicants or quietly walk away. The result? A profession that mistakes obedience for excellence. This piece argues that the admissions process does not just miss great minds-it repels them. The consequence is not merely academic; it's clinical. When medicine favors superficial metrics over intellectual vitality, it cultivates practitioners who fear uncertainty, avoid reflection, and cling to algorithms instead of insight. Reform cannot be cosmetic. Holistic review, in its current form, is too often symbolic rather than substantive. If we want physicians who can think beyond protocols and adapt to complexity, we must stop selecting for test-takers and start selecting for thinkers. Until then, we will keep losing our most promising minds, not because they failed the system but because the system failed them.<b>NEW & NOTEWORTHY</b> This Personal View exposes a harsh paradox: the very process designed to select future physicians actively repels the most intellectually vibrant minds. By rewarding risk-averse, GPA-driven box-checking, medical admissions undermine curiosity, creativity, and reflective thinking. Rather than cultivating bold, adaptive clinicians, we are grooming compliant test-takers. If medicine is to reclaim its intellectual soul, we must radically rethink what, and whom, we reward.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"849-850"},"PeriodicalIF":1.7,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144651140","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":"Effect of case-based teaching of physiology via flipped classroom method on performance of undergraduate medical students.","authors":"Farrukh Majeed, Ambreen Usmani","doi":"10.1152/advan.00161.2024","DOIUrl":"10.1152/advan.00161.2024","url":null,"abstract":"<p><p>Preclinical education has traditionally focused on didactic lectures, often overlooking student engagement and clinical correlations. To address this issue, active learning methods have been introduced, though their adoption is still in its early stages. This study aims to assess the effectiveness of incorporating case-based teaching with flipped classroom methods and compare it to interactive lectures in undergraduate physiology education. A quasiexperimental study was conducted at XYZ Medical College from June to October 2023. A sample of 94 first-year medical students was divided into two groups: one with case-based teaching using the flipped classroom approach and the other with interactive lectures, each containing an equal number of high, average, and low achievers. The flipped classroom group engaged with preclass reading materials and in-class discussions using the Jigsaw method, whereas the other group participated in interactive lectures. Each group completed three sessions. Pretests and posttests were administered, and a modified \"Student Course Evaluation Questionnaire\" was used to collect student feedback. Posttest scores significantly improved in both groups, with the flipped classroom group showing better performance in <i>sessions 1</i> [<i>F</i>(1,91) = 5.343, <i>P</i> = 0.023] and <i>3</i> [<i>F</i>(1,91) = 5.322, <i>P</i> = 0.023], regardless of sex. This group also reported greater satisfaction with workload, course organization, learning resources, and teaching methods (<i>p</i> < 0.05, <i>d</i> = 0.5-1). Integrating the flipped classroom with case-based teaching in preclinical education can significantly enhance students' active learning. This research offers valuable insights for curriculum development and instructional practices in medical education.<b>NEW & NOTEWORTHY</b> In this article, we compare the effects of the flipped classroom (FC) and interactive lectures (ILs) in a case-based physiology teaching approach on medical students' performance and satisfaction. Our findings show that the FC significantly increased student engagement, improved the learning environment, enhanced the quality of delivery, and deepened students' understanding of the topic compared to ILs.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"840-848"},"PeriodicalIF":1.7,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144735080","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":"The practical skills passport: a co-curricular program to enhance lab skills confidence in undergraduate neuroscience and biology students.","authors":"Anna E Smith, Fran der Weduwen, Thomas Powell, Gayle Doherty","doi":"10.1152/advan.00204.2024","DOIUrl":"10.1152/advan.00204.2024","url":null,"abstract":"<p><p>During the years 2020-2022, COVID-19-related restrictions led to fewer in-person lab offerings in Neuroscience and Biology courses, resulting in negative impacts on students' skills and confidence. In this study, we investigate the impact of a co-curricular undergraduate lab skills program, the Practical Skills Passport (PSP), on student lab confidence. PSP tasks were designed based on informal student feedback and refined via pilot testing by postgraduates with no wet lab experience. Sessions were delivered weekly during the 2021-2022 and 2022-2023 academic years. The impact was evaluated using a survey of students who had attended at least one PSP session. Students at various stages of study in Neuroscience and Biology undergraduate programs attended the PSP. Survey respondents indicated that they felt their confidence in their lab skills improved following PSP attendance. Survey respondents rated the PSP positively overall and expressed interest in attending again. Attendance at the PSP peaked in the first few weeks of semester 1 in each year and declined thereafter, indicating that students are more interested in lab skills practice after returning from the summer break. Fewer students attended in 2022-2023 compared to 2021-2022, probably reflecting the return to all in-person learning as COVID-19 restrictions lifted. In general, \"core\" lab tasks were more popular in 2021-2022, and specialized tasks were more popular in 2022-2023.<b>NEW & NOTEWORTHY</b> The COVID-19 pandemic reduced opportunities for in-person lab classes, negatively impacting students' skills and confidence. We developed a co-curricular program of lab skills catch-up sessions with the aim of restoring student lab confidence during the return to in-person instruction. Here we describe the development, implementation, and evaluation of this program. Our evaluation indicates that engagement with the program positively impacted student lab confidence.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"696-703"},"PeriodicalIF":1.7,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144210151","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":"Prospects for the development of medical professionalism education in the AI perspective: A qualitative study of Chinese postgraduate medical students' written reflections.","authors":"Su Wenhang, Zhang Shenting, Chen Shaohua","doi":"10.1080/0142159X.2024.2445056","DOIUrl":"10.1080/0142159X.2024.2445056","url":null,"abstract":"<p><strong>Introduction: </strong>Medical professionalism education is of paramount importance to the development of medical careers and medical students. Currently, there is a need for more research in China on the integration of artificial intelligence (AI) and medical professionalism education.</p><p><strong>Methods: </strong>For this study, we collected 44 written reflections from first-year postgraduate students of clinical medicine in China during the spring semester of 2024 on the prospect of applying AI in conjunction with medical professionalism education. The data were transcribed, coded, and analyzed thematically. A framework for interpretation was provided in the form of a literature review.</p><p><strong>Results: </strong>The findings indicate that Chinese medical students hold divergent views on the potential integration of AI with medical professionalism education. These perspectives encompass both the current paths of development and predictions of future trends. Thematic analysis was conducted using NVivo14, resulting in the identification of four themes: Technology application and medical ethicsDoctor-patient relationship and communicationEducation and career developmentSocial responsibility and public interest.</p><p><strong>Conclusion: </strong>The study's findings underscore the potential benefits of AI in medical professionalism education, as perceived by Chinese medical students. These benefits could significantly enhance the quality and effectiveness of medical education. However, the students also highlighted potential risks and the need for careful oversight and management, indicating the practical implications of these findings for the future of medical education.</p>","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"1535-1543"},"PeriodicalIF":3.3,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142951364","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Enhancing reflective practice with ChatGPT: A new approach to assignment design.","authors":"Anita Samuel, Michael Soh, Eulho Jung","doi":"10.1080/0142159X.2025.2461534","DOIUrl":"10.1080/0142159X.2025.2461534","url":null,"abstract":"<p><p><b>What was the educational challenge?</b> Reflective practice (RP) fosters professional growth but is often hindered by unclear purpose and minimal guidance. Designing comprehensive RP assignments is challenging because it takes time and not all faculty possess the skills to generate effective assignments. This innovation addressed two challenges: (1) creating clear, scaffolded reflective assignments using the transparent assessment framework (TAF) and (2) reducing faculty workload in assignment design. <b>What was the solution?</b> ChatGPT 4o was used to design RP assignments in health professions education (HPE). The TAF guided the design of the assessment. <b>How was the solution implemented?</b> A four-step process was followed to facilitate the design of the assignment. ChatGPT 4o was prompted to design the assignment and refined for the course. <b>What lessons were learned that are relevant to a wider global audience?</b> A pilot study in three graduate-level HPE courses showed ChatGPT-assisted assignments improved clarity, structure, and student performance while decreasing faculty preparation time. <b>What are the next steps?</b> We plan to expand this research to obtain student feedback on the effectiveness of the redesigned assignment and to explore the effectiveness of AI-generated reflective assignments with medical students who may require more structured guidance and contextualized prompts.</p>","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"1438-1440"},"PeriodicalIF":3.3,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143256244","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}