教育学最新文献

{"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":"Adaptation from a paper-based nephron manipulative to a hands-on electronic format to teach renal physiology, pathophysiology, and pharmacology.","authors":"Maedot A Haymete, Daniel Contaifer, Ryan Evans, Helena Carvalho","doi":"10.1152/advan.00161.2025","DOIUrl":"10.1152/advan.00161.2025","url":null,"abstract":"<p><p>The complex processes of electrolyte transport across the nephron often pose learning challenges for medical students. Manipulatives are a means of providing an interactive learning experience that increases understanding and content retention. In this study, we updated our previous in-person, paper-based nephron manipulative into a digital, interactive PowerPoint format while also integrating clinical applications. Twenty-first-year medical students completed a premanipulative quiz (pretest) and then participated in the manipulative intervention, where they electronically dragged and positioned electrolytes/molecules onto corresponding transporters within each PowerPoint slide depicting specific nephron segments. Participants completed a postmanipulative quiz (posttest) and participated in a faculty-based discussion in that same session. A long-term knowledge assessment quiz (long-term test) was administered 9 mo later in their second year of medical school. A nonintervention group, consisting of 26 second-year medical students who did not participate in the nephron manipulative as first-year students, provided a comparison for the natural learning progression without the manipulative intervention. A statistically significant improvement was observed from pretest to posttest (<i>P</i> = 0.0093), confirming that the manipulative intervention produced a meaningful improvement in student learning in the short term. When comparing learning outcomes by question subject, Pharmacology questions showed a higher average gain (+0.13) compared to Physiology (+0.07), with less knowledge decay over time (-0.03 vs. -0.09). Student feedback was overwhelmingly positive. This electronic manipulative demonstrated success in interactive teaching of nephron physiology and pathophysiology concepts and is a valuable teaching tool due to its customizable design, available for free or at a low cost.<b>NEW & NOTEWORTHY</b> Our digital nephron manipulative offers an interactive teaching modality to nephron physiology, pathophysiology, and pharmacology education alongside clinical applications. Current attempts in the literature to provide engaging nephron physiology education do not offer students opportunities to electronically manipulate learning items in a hands-on manner. To the best of our knowledge, this updated digital nephron manipulative is the first of its kind to provide an electronic modality for a kinesthetic, hands-on manipulative integrated with clinical nephrology.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"943-954"},"PeriodicalIF":1.7,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144790617","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 didactic classrooms to computer-assisted-simulated teaching-learning strategy: impact on knowledge outcomes in medical and paramedical students in India.","authors":"Pranathi R, Savitha D, Taniya A, Vedashree H, Aswathi S","doi":"10.1152/advan.00125.2025","DOIUrl":"10.1152/advan.00125.2025","url":null,"abstract":"<p><p>The amphibian dissection for medical students was halted by the restrictions imposed by the national regulatory guidelines, prompting medical curricula to revise and innovate instructional methods. Hence, there is a critical need for potential innovative solutions to enhance students' understanding of physiological concepts. Therefore, this study aimed <i>1</i>) to evaluate the gain in knowledge and retention with computer-assisted simulation (CAS) versus traditional teaching (TT)-learning strategies in first-year medical and paramedical students, and <i>2</i>) to obtain students' and faculty feedback about strengths and limitations of both strategies. Medical and paramedical students, with prior theoretical knowledge, were separately randomized into CAS or TT groups after consenting. Knowledge gain and retention were assessed using multiple-choice questionnaires before, immediately after, and 15 days postexposure. Faculty and student feedback on the strengths and limitations of the teaching-learning strategies was collected. Results showed similar knowledge gain in both CAS and TT groups for medical students (CAS: 16.76 ± 3.69; TT: 15.94 ± 3.75; <i>P</i> < 0.001), with significantly better retention in CAS (16.10 ± 3.40) compared to TT (13.38 ± 3.21; <i>P</i> < 0.001). For paramedical students, knowledge gain was comparable, but retention was reduced in CAS (9.60 ± 2.23) compared to TT (10.35 ± 1.76; <i>P</i> < 0.05). Students appreciated the use of CAS program and suggested a blended learning module. In conclusion, integrating a blended learning module (CAS and TT) into the undergraduate curriculum can be an effective alternative to enhance knowledge gain and retention.<b>NEW & NOTEWORTHY</b> With amphibian dissection being restricted, simulation studies are crucial. This study compared computer-assisted simulation (CAS) to traditional teaching (TT), evaluating knowledge gain and retention. CAS proved effective in enhancing knowledge gain and retention. Students provided feedback on the strengths and limitations of both methods and suggested a blended approach (CAS and TT) would better cater to diverse learning needs. This approach offers a promising solution, leveraging the benefits of both methods to optimize student learning outcomes.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"990-998"},"PeriodicalIF":1.7,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145034421","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":"Faculty versus artificial intelligence chatbot: a comparative analysis of multiple-choice question quality in physiology.","authors":"Anupkumar D Dhanvijay, Amita Kumari, Mohammed Jaffer Pinjar, Anita Kumari, Abhimanyu Ganguly, Ankita Priya, Ayesha Juhi, Pratima Gupta, Himel Mondal","doi":"10.1152/advan.00197.2025","DOIUrl":"10.1152/advan.00197.2025","url":null,"abstract":"<p><p>Multiple-choice questions (MCQs) are widely used for assessment in medical education. While human-generated MCQs benefit from pedagogical insight, creating high-quality items is time intensive. With the advent of artificial intelligence (AI), tools like DeepSeek R1 offer potential for automated MCQ generation, though their educational validity remains uncertain. With this background, this study compared the psychometric quality of Physiology MCQs generated by faculty and an AI chatbot. A total of 200 MCQs were developed following the standard syllabus and question design guidelines: 100 by the Physiology faculty and 100 by the AI chatbot DeepSeek R1. Fifty questions from each group were randomly selected and administered to undergraduate medical students in 2 hours. Item analysis was conducted postassessment using difficulty index (DIFI), discrimination index (DI), and nonfunctional distractors (NFDs). Statistical comparisons were made using t tests or nonparametric equivalents, with significance at <i>P</i> < 0.05. Chatbot-generated MCQs had a significantly higher DIFI (0.64 ± 0.22) than faculty MCQs (0.47 ± 0.19; <i>P</i> < 0.0001). No significant difference in DI was found between the groups (<i>P</i> = 0.17). Faculty MCQs had significantly fewer NFDs (median 0) compared to chatbot MCQs (median 1; <i>P</i> = 0.0063). AI-generated MCQs demonstrated comparable discrimination ability but were generally easier and contained more ineffective distractors. While chatbots show promise in MCQ generation, further refinement is needed to improve distractor quality and item difficulty. AI can complement but not yet replace human expertise in assessment design.<b>NEW & NOTEWORTHY</b> This study contributes to the growing research on artificial intelligence (AI)- versus faculty-generated multiple-choice questions in Physiology. Psychometric analysis showed that AI-generated items were generally easier but had comparable discrimination ability to faculty-authored questions, while containing more nonfunctional distractors. By focusing on Physiology, this work offers discipline-specific insights and underscores both the potential and current limitations of AI in assessment development.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"1045-1051"},"PeriodicalIF":1.7,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145114508","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":"AI misuse and passiveness of students in medical education.","authors":"S Mehran Hosseini","doi":"10.1152/advan.00164.2025","DOIUrl":"10.1152/advan.00164.2025","url":null,"abstract":"<p><p><b>NEW & NOTEWORTHY</b> Artificial intelligence (AI) in medical education is a double-edged sword. The negative impacts of AI are more prone to being overlooked. Highlighting these negative potentials is necessary to increase the guided application of AIrelated educational activities by students.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"1009-1013"},"PeriodicalIF":1.7,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145056173","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":"Testing an augmented reality-based learning sequence for renal physiology with biomedical students.","authors":"Alexis A Gonzalez, Gabriela Pacheco, Sonia Pino, Cristian Merino","doi":"10.1152/advan.00001.2025","DOIUrl":"10.1152/advan.00001.2025","url":null,"abstract":"<p><p>The comprehension of renal physiology is challenging for undergraduate students. Augmented reality (AR) offers a promising tool to improve comprehension of complex mechanisms. This study examines the students' perceptions and the effectiveness of an AR-based learning sequence on pre- and poststudent drawings of renal physiology. Three cohorts in their first year of undergraduate biomedical education (experimental groups) were enrolled and compared to three cohorts (controls) that performed a regular teacher-centered activity, following parallel content at the same time. The experimental groups performed an activity using the smartphone/tablet application that included a teacher and student guide. We used pre- and postactivity assessments that involved asking the students to draw an integrative diagram that represents the main functions of the kidney from a macroscopic and microscopic point of view. Drawings were analyzed with Kozma and Russell's levels of representation to evaluate learning progressions. In experimental groups, most of the students maintained their level of representation by comparing the pre- and postactivity assessment (54%). However, 42% of the participants advanced towards higher levels of complexity. Scores on the final physiology test showed a significant increase in the experimental groups versus controls. Regarding perception, 95% of the students believed that AR technology enhanced their understanding of kidney physiology, and 73% reported a better comprehension of glomerular filtration. Furthermore, 90% of the students recommended AR as a valuable complement to traditional teaching. Our study suggests that AR has the potential to improve teaching in biomedicine by providing a more interactive and enriched learning experience.<b>NEW & NOTEWORTHY</b> This research evaluates the effectiveness and perceptions of an augmented reality-based learning sequence in undergraduate biomedical students. The augmented reality (AR)-based learning sequence included three-dimensional images of renal anatomy that include zoom and rotate functions and a teacher guide. Using pre- and postactivity assessments, we evaluated student drawing and representations of renal physiology processes at different levels of complexity. The drawings were analyzed with Kozma and Russell's levels of representation. Results suggested that AR has the potential to improve the learning experience in biomedical students.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"1034-1044"},"PeriodicalIF":1.7,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145056175","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 impact of the 1938 fascist anti-Semitic legislation on the development of physiology in Italian universities following replacement of five full professors.","authors":"Pompeo Volpe, Carlo Reggiani, Aram Megighian","doi":"10.1152/advan.00108.2025","DOIUrl":"10.1152/advan.00108.2025","url":null,"abstract":"<p><p>The effects of the 1938 fascist anti-Semitic laws on the development of physiology in Italy are discussed, focusing on the replacement of five full professors of human physiology expelled from the Universities of Bologna, Milan, Turin, Genoa, and Palermo. The academic community immediately took action to fill the vacant positions, in the spirit of \"business as usual.\" Replacements were made via either transfer of tenured professors or appointment of chair competition winners as tenure-track professors. The previous universities of the substitutes (Pavia, Siena, Messina, Parma) were also indirectly involved. Replacement proposals formulated by each university were approved by Giuseppe Bottai, minister of National Education. Overall, about half of the 17 physiology chairs present in Italy were involved with a significant and sudden generational change. Based upon biographical and scientific profiles of the expelled professors and their replacements, analysis is carried out on the ensuing qualitative effects on research activity. For the Italian physiology community, the impact was positive, or at least not negative in some cases, with the formation of important schools of research. In any case, the moral evaluation can only be negative on the tacit acceptance of expulsions for racial reasons, considered as ordinary administration or even as an opportunity for a more rapid career. Seen from this perspective, those distant events offer an occasion for reflection and a lesson still valid for all of us today.<b>NEW & NOTEWORTHY</b> The effects of the 1938 fascist anti-Semitic laws on the development of physiology in Italy are discussed, focusing on the replacement of five full professors of human physiology expelled from the Universities of Bologna, Milan, Turin, Genoa, and Palermo. The changes in research topics and the formation of important schools stemming from the application of the anti-Semitic laws have been long-lasting and are still present.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"999-1008"},"PeriodicalIF":1.7,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144977388","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":"How to get physiologically relevant data with students using <i>Lumbriculus variegatus</i>.","authors":"Aidan Seeley, Laura F Corns, James L Rouse, Nicholas S Freestone","doi":"10.1152/advan.00084.2025","DOIUrl":"10.1152/advan.00084.2025","url":null,"abstract":"<p><p>The decline of in vivo teaching in higher education has resulted in graduates lacking essential experimental skills. To address this gap, we present an easy and cost-effective practical class using the emerging invertebrate model organism <i>Lumbriculus variegatus</i> as an additional in vivo model for education. This practical class enables students to observe the effects of pharmacologically active compounds on the stereotypical behaviors of body reversal and helical swimming in <i>L. variegatus</i> through tactile stimulation. During this class, students will conduct drug dilution calculations, administer test compounds, and conduct an in vivo behavioral experiment. Results from this class demonstrate drug effects in vivo and enable students to observe reversible or irreversible behavioral effects, depending on the compound tested. This class demonstrates <i>L. variegatus</i> as a model for hands-on in vivo teaching, providing students with critical laboratory experience without the need for vertebrate or higher-order mammal models. Furthermore, the approach outlined here is scalable and an adaptable teaching methodology that enhances student engagement with in vivo teaching without costly equipment or complex animal husbandry.<b>NEW & NOTEWORTHY</b> There are increasing societal expectations that the extent of experimentation using animals is reduced in both research and educational fields. This leaves educators and researchers with a problem: how to foster the development of skills and advances in knowledge in future generations? This article seeks to address this problem by providing clear examples of an experimental model that can be used to study fundamental physiological and pharmacological processes using the invertebrate organism <i>Lumbriculus variegatus</i>.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"934-942"},"PeriodicalIF":1.7,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144977421","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 the COVID-19 pandemic on student performance in anatomy and physiology labs.","authors":"Nicholas B Pollock","doi":"10.1152/advan.00163.2025","DOIUrl":"10.1152/advan.00163.2025","url":null,"abstract":"<p><p>Health science represents the fastest-growing industry in the United States, a trend not predicted to slow for the next decade. The high demand for health professionals is seen with courses in Anatomy and Physiology (A&P), which often have high enrollments, high diversity, and require active pedagogies, hands-on learning, diverse study techniques, and interactions with instructors and peers. In Spring 2020, however, COVID-19 caused major disruptions to everyday life around the world, forcing significant changes to academic curricula and how students were taught. Institutions were forced into all online instruction, thus eliminating hands-on experiences, altering student learning, and hindering student-student and student-instructor interactions. Now that universities are back to in-person classes, there is a great opportunity to evaluate the impacts that the COVID-19 pandemic had on student performance and learning. It is important to investigate the impacts of COVID-19 because it can provide information on how to improve pedagogies going forward, while also helping to prepare for when the next pandemic occurs. To identify and analyze the impacts of the COVID-19 pandemic on student performance and learning, this study compared student performances in A&P labs before and after COVID-19. For A&P I, practical scores and overall grades declined following the pandemic, not returning to prepandemic levels until Fall 2023 (4-5 semesters). For A&P II, practical scores and overall grades declined in the first semester following the pandemic but returned to prepandemic levels in Spring 2022 (1 semester). While this study focuses on university students and courses in a biological field, the findings can be applied to other academic fields and to students across educational levels.<b>NEW & NOTEWORTHY</b> It is important to investigate the impacts of COVID-19 because it can provide information on how to improve pedagogies going forward, while also helping to prepare for when the next pandemic occurs. Practical scores and overall grades declined following the pandemic for Anatomy and Physiology (A&P) I and II courses but returned to prepandemic levels significantly earlier for students in A&P II. The findings here can be applied to other academic fields and to students across educational levels.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"1064-1069"},"PeriodicalIF":1.7,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145180250","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}