教育学最新文献

{"title":"Clerkship faculty perspectives on basic science integration during clinical training: implications for fourth-year physiology elective development.","authors":"Komal Marwaha, Ryan Cain, Katherine Asmis, Priya Harindranathan, Shakeel Ahmed","doi":"10.1152/advan.00291.2025","DOIUrl":"10.1152/advan.00291.2025","url":null,"abstract":"<p><p>The shortened preclerkship phase in integrated medical curricula has raised concerns about whether medical students retain and apply foundational basic science knowledge during clerkship. Yet few studies incorporate perspectives of clerkship faculty, who directly observe students' mechanistic reasoning and are well positioned to inform curricular interventions for vertical integration. This mixed-method study addresses that gap by conducting a clerkship faculty-centered needs assessment evaluating basic science integration, students' preparedness, and priorities for physiology-focused electives during clerkship. Faculty overwhelmingly affirmed the importance of basic science integration during clerkship (83%). However, fewer than half believed that the curriculum adequately achieves this. Whereas 71% reported opportunities to assess students' application of basic science knowledge during clerkship, only 53% felt that students possessed adequate baseline knowledge. These findings suggest that integration on the wards is opportunistic, completely dependent on individual faculty initiative or clinical encounter rather than deliberate curriculum design. Clerkship faculty identified renal/electrolyte physiology, pharmacology, and neuropsychiatric physiology as potential high-yield elective topics for the elective course. Additionally, 79% of faculty agreed that students would benefit from proposed fourth-year physiology electives, with the course on obesity pathophysiology receiving the highest number of first-choice rankings. Overall, the findings demonstrate a persistent gap in basic science integration during clerkship and support the development of a clerkship faculty-informed, need-based physiology elective to reinforce mechanistic understanding and enhance receptivity among clinical educators, who cite time constraints and dense curricular expectations as major barriers to basic science integration.<b>NEW & NOTEWORTHY</b> This study is among the few to use perspectives of clerkship faculty, those who directly observe students' clinical reasoning, to evaluate basic science preparedness and integration during clerkships. Faculty reported strong support for basic science relevance but identified gaps in its structured integration and in students' application of foundational knowledge. Findings highlight high-yield domains for reinforcement and demonstrate broad support for targeted fourth-year physiology electives, offering a data-driven model for strengthening vertical basic science integration.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"1085-1092"},"PeriodicalIF":1.9,"publicationDate":"2026-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148800536","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":"Goat rib bone marrow thick smear preparation as a low-cost, ethical, and high-utility laboratory exercise for teaching hematopoiesis.","authors":"Jeevitha Poorasamy, Uditi Gupta, Anant Kumar, Neena Sharma, Sunita Kumari, Megha Agrawal, Priyadharshini V, Suryadev Babruwahan Dudhewad","doi":"10.1152/advan.00038.2026","DOIUrl":"10.1152/advan.00038.2026","url":null,"abstract":"<p><p>The study of hematopoiesis is based on the understanding of precursor cell maturation through various lineage stages. The standard educational approach uses premade slides and digital images because of the limited availability of fresh bone marrow samples and the associated ethical constraints. This laboratory module presents an economical teaching method by using goat (<i>Capra aegagrus hircus</i>) rib marrow obtained from licensed slaughterhouses to demonstrate smear preparation and Romanowsky staining for hematopoietic precursor cell identification. The experimental approach was developed as a potential practical teaching activity for first-year medical students, in accordance with Competency Based Medical Education (CBME). Goat ribs (an animal by-product of meat consumption) obtained from a licensed meat shop were immediately transported to the laboratory and cleaned, and bone marrow was extracted, followed by thick and thin smear preparation, which was then fixed with chilled methanol, air-dried, and stained with Leishman and May-Grünwald-Giemsa (MGG) stains. The smear was examined under an oil-immersion microscope for identification of the blood cell lineages and determination of the myeloid-to-erythroid (M:E) ratio. The method for thick and thin smear preparation consistently produced samples that contained cells with intact morphology. The precursor cells could be identified based on their characteristic morphological features, and M:E ratio was calculated from the smears. The procedure was successfully repeated with consistent smear quality and cellular morphology, indicating that the technique is feasible and reproducible for incorporation into the proposed teaching model.<b>NEW & NOTEWORTHY</b> The present model introduces an active, hands-on learning approach that moves beyond passive slide-based instruction by directly engaging students in laboratory preparation and microscopic analysis. It establishes a sustainable, low-cost teaching resource for physiology laboratories while effectively bridging theoretical concepts of hematopoiesis with their clinical and morphological correlates. Importantly, the method is scalable and well suited for institutions with limited infrastructure, enabling authentic laboratory-based learning experiences without reliance on scarce human samples.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"1255-1264"},"PeriodicalIF":1.9,"publicationDate":"2026-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149065703","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 Naloxone Reach Through Innovative Training Strategies at an Academic Medical Center in Arkansas.","authors":"Leah Tobey-Moore, Adrian J Williams, Meghan Breckling","doi":"10.1097/CEH.0000000000000633","DOIUrl":"10.1097/CEH.0000000000000633","url":null,"abstract":"<p><strong>Abstract: </strong>The Arkansas Naloxone Education and Training (ANET) program, based at the University of Arkansas for Medical Sciences, was developed to address the urgent need for opioid-overdose prevention across the state. Funded by the Substance Abuse and Mental Health Administration (SAMHSA), ANET uses a train-the-trainer model to equip health care professionals with the knowledge and tools necessary to deliver naloxone education in their local settings. In its first year, the program launched a three-module curriculum, accredited for continuing education, of health care professionals and delivered using an academic detailing teaching strategy, prioritized recruitment from counties through a needs assessment including the highest rates of opioids dispensed and of overdose deaths, and implemented a comprehensive evaluation plan that is grounded in an evidence-based framework that facilitates continuous evaluation and improvement (ie, RE-AIM framework-Reach, Effectiveness, Adoption, Implementation, and Maintenance). Knowledge and attitudes were assessed before and after health care professionals completed the training program. All trainers received technical support and outreach materials. The program also fostered strategic statewide partnerships to support recruitment, implementation, and community engagement. ANET is embedded within an academic medical center and aligned with continuing professional development infrastructure, offering a replicable model for community-centered overdose prevention. Lessons learned during the program's implementation underscore its potential to inform future design, delivery, and sustainability of similar interventions.</p>","PeriodicalId":50218,"journal":{"name":"Journal of Continuing Education in the Health Professions","volume":" ","pages":"56-62"},"PeriodicalIF":1.8,"publicationDate":"2026-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12915545/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145821979","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Employing causality when teaching physiology: deriving the Wiggers diagram from scratch to build better student understanding of cardiac function.","authors":"E P Silldorff, G D Robinson","doi":"10.1152/advan.00011.2026","DOIUrl":"10.1152/advan.00011.2026","url":null,"abstract":"<p><p>We recently published two papers that collectively highlight the essential nature of causality in the development of higher-order cognitive skills (analysis and evaluation) during the teaching of physiology. Prediction, an ability derived from these skills, is the pinnacle of learning outcomes and depends upon comprehension of the biological, chemical, or physical causal links between events in physiological cascades. The challenge in creating essential cognitive frameworks is to effectively present complex topics as a series of linked causal events. Presented individually and as a logical unit, each event stays within working memory capacity, while the causal links connecting them provide the very framework students need to reason with the content rather than merely recall it. We have found that the difficulty in proposing such an approach is not in conveying the value of it but rather in expressing what that instruction looks like in practice. To complete our trilogy of papers, we here describe how we would develop such a logic-driven explanation using the classical Wiggers diagram, a complex summary of all cardiac electrical and mechanical activity during a single heartbeat. We derive every element of the graph, each from its prior stimulus, using cause-and-effect core principles such that students can cognitively follow a clear progression of falling biological \"dominoes.\" In this way, students will more fully understand the multifaceted Wiggers plot and realize that even the most challenging topics in physiology can be mastered via sound cause-and-effect reasoning.<b>NEW & NOTEWORTHY</b> Prediction in physiology is the pinnacle of learning outcomes and depends upon comprehension of the biological, chemical, or physical causal links between mechanistic events. The challenge of creating essential cognitive frameworks within which students can successfully think and reason in physiology is to present complex topics in small logical units that do not exceed the working memory capacity. Here we describe how we would develop a logic-driven explanation using the classical Wiggers diagram.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"1171-1184"},"PeriodicalIF":1.9,"publicationDate":"2026-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148800542","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":"Learning Together From Uncertainty: An Evaluation of Practice Inquiry Groups in a Nationwide Primary Care Practice.","authors":"Gurpreet Dhaliwal, John Penner, Meg Scott, Lucia S Sommers","doi":"10.1097/CEH.0000000000000610","DOIUrl":"10.1097/CEH.0000000000000610","url":null,"abstract":"<p><p>Practice inquiry (PI) is a structured method of discussion that helps primary care clinicians explore uncertainty and learn from challenging cases. An understanding of what aspect of PI primary care clinicians value could guide leaders who are contemplating implementation of collaborative discussion formats in their clinical systems. We administered a survey examining clinicians' perceptions of PI in a large nationwide membership-based primary care service. Two hundred ninety-six surveys (61%, N = 296/482) were received from participants and 69 surveys (75%, N = 69/92) were received from facilitators. Most respondents (>70% across five queries) felt that PI led to enhancement of knowledge and management skills and helped them become more comfortable managing uncertainty. Colleagues in PI groups provided validation and reassurance, valuable health system information, and insights into reasoning and patient-clinician relationships. Participants and facilitators outlined ways PI sessions could be improved (eg, case follow-up) and how the organization could support PI sessions (eg, enhanced facilitator training). This is the first program evaluation of PI in a large, community primary care setting. Future directions include examining what group-level characteristics mediate PI efficacy and how clinicians and patients fare after PI discussions. Such insights could inform enhancements to the group facilitation process.</p>","PeriodicalId":50218,"journal":{"name":"Journal of Continuing Education in the Health Professions","volume":" ","pages":"67-70"},"PeriodicalIF":1.7,"publicationDate":"2026-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144163652","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":"Clinical Educators Professional Development Utilizing Clinical Educators Milestones-Qualitative Thematic Analysis.","authors":"Lewis Goulder, Paul Jinks, Selma Omer","doi":"10.1097/CEH.0000000000000598","DOIUrl":"10.1097/CEH.0000000000000598","url":null,"abstract":"<p><strong>Introduction: </strong>Medical educators often face challenges in planning and prioritizing professional development due to a lack of structured guidance. The Clinician Educator Milestones (CEMs) were introduced to address this gap, providing a roadmap for educators' growth and development. This study explores the effectiveness of CEMs as a tool for self-assessment and goal setting in medical education.</p><p><strong>Methods: </strong>Participants in a medical education course at our University undertook self-assessment using CEMs and used this to develop educational development plans. Interviews were conducted to gather feedback and insights. The data were transcribed and analyzed thematically.</p><p><strong>Results: </strong>Participants reported that CEMs supported effective goal setting, identifying development needs and recognizing support required. Thematic analysis revealed themes on the use of CEMs related to developing a clear vision for professional development, identifying new perspectives, relating theory to practice, reflecting on their own understanding and capabilities, and recognizing educational role models.</p><p><strong>Discussion: </strong>The structured approach facilitated by CEMs aligns with the principles of Self-Determination Theory, empowering educators to take control of their development, enhance competence, and foster a sense of belonging within the medical education community. This research supports the efficacy of using CEMs to promote educators' growth and well-being.</p>","PeriodicalId":50218,"journal":{"name":"Journal of Continuing Education in the Health Professions","volume":" ","pages":"63-66"},"PeriodicalIF":1.7,"publicationDate":"2026-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144555596","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 Theory to Practice: Evaluating the Integration of Adult Learning Theory in Continuing Medical Education Activities.","authors":"Adrienne R Madhavpeddi, Jessica L Walter, Jordan R Wells, Megan Jehn","doi":"10.1097/CEH.0000000000000636","DOIUrl":"10.1097/CEH.0000000000000636","url":null,"abstract":"<p><strong>Abstract: </strong>The underpinnings of adult learning theory are foundational to continuing medical education (CME). Several widely studied learning theories are relevant to medical providers including deliberate practice, situated learning theory and community of practice, social cognitive theory and self-determination, adaptive expertise, and experiential learning theory. The Accreditation Council for Continuing Medical Education recognizes 11 types of CME activities each integrating these learning theories to some degree. Provider preferences are shaped by accessibility, cost, flexibility, and opportunities for networking leaving many balancing the convenience of online programs with the value of in-person interactions. The degree to which learning theories are integrated within CME activities is widely understudied despite their interwoven relationship and association to provider preferences. This analysis aims to (1) evaluate the degree various CME models integrate learning theory; (2) identify theory-led strengths and limitations of CME models; and (3) extrapolate themes for CME planners to strengthen theory integration. The three most common types of CME activities are enduring material (ie, web-based courses, web-based courses with simulation), live courses (ie, conferences, webinars, simulations), and regular scheduled series (ie, Project Extension for Community Healthcare Outcomes, speaker series). Integration of learning theory across 7 CME models was evaluated through a content analysis using a trichotomous classification system (fully integrated, partially integrated, or no integration). Results varied, with Project Extension for Community Healthcare Outcomes and live simulations having the highest degree of theory integration. A thematic analysis identified five themes for improving theory integration including feedback mechanisms, structured self-reflection, adaptability to promote autonomy, repeat exposure to complex skills, and practice of humility.</p>","PeriodicalId":50218,"journal":{"name":"Journal of Continuing Education in the Health Professions","volume":" ","pages":"38-43"},"PeriodicalIF":1.7,"publicationDate":"2026-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145835126","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":"Pulse of Surgery: an immersive educational operating room experience for the community.","authors":"Gretel Monreal, Steven C Koenig, Veronica J Greenwell, Mira G Johnson, Michael Norman, Mark S Slaughter","doi":"10.1152/advan.00156.2026","DOIUrl":"10.1152/advan.00156.2026","url":null,"abstract":"<p><p>Pulse of Surgery is an immersive educational initiative for the general public created in 2011 in partnership with the Department of Cardiovascular and Thoracic Surgery at the University of Louisville Jewish Hospital/UofL Health and the Kentucky Science Center (Louisville, KY). Pulse of Surgery integrates a livestreamed cardiac surgery complemented by real-time bidirectional engagement and discussions with the surgical team and fun hands-on complementary educational activities. The goal of this initiative is to create an innovative, accessible, and equitable platform that may support cardiovascular health awareness and scientific curiosity and help participants envision themselves participating in and making potentially significant contributions to the STEM and health care fields. To date, 33,962 participants have participated in 238 Pulse of Surgery events. Total program reach includes broad community audiences, whereas student survey data came from a small sampling of middle/high school attendees (<i>n</i> = 94 respondents from November 2025 to May 2026, 6th-12th grades). Enthusiastic programmatic ratings included 90% of survey respondents reporting that it was an excellent or good educational experience and 79% reporting that participating improved their understanding of healthy lifestyle choices. The objective of this article is to present a programmatic overview of Pulse of Surgery and summary of participant and teacher feedback, with the aims of sharing our experiences and providing a roadmap for others to reproduce a memorable and educational surgical experience for the public.<b>NEW & NOTEWORTHY</b> Pulse of Surgery is a unique immersive experiential initiative for students and community members that integrates a live cardiac surgery complemented by real-time bidirectional engagement and discussions with the surgical team and fun hands-on educational activities. Overarching goals are to promote the health care fields, educate participants in strategies for maintaining cardiovascular health, and inspire the next generations to consider a STEM or health care career.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"1159-1170"},"PeriodicalIF":1.9,"publicationDate":"2026-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148921742","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":"JANATO: a comprehensive approach to exploring anatomy learning experiences and academic development in undergraduate and graduate education in Brazil.","authors":"Guilherme Lunardon, Guilherme Andrade Alves, Denival Nascimento Vieira-Júnior, Ana Paula Cremasco Takano","doi":"10.1152/advan.00314.2025","DOIUrl":"10.1152/advan.00314.2025","url":null,"abstract":"<p><p>Teaching and learning anatomy remain challenging in contemporary curricula, requiring strategies to strengthen anatomical knowledge of undergraduate and graduate students who may become educators in this field. A nondegree course combining theory, practice, clinical anatomy guest lectures, human tissue dissection, and research laboratory visits may stimulate academic-scientific pursuits. This study was designed to describe the Anatomy Journey (JANATO), developed by faculty and graduate students, and assesses participants' and organizers' perceptions of its contributions, strengths, and areas for improvement. Data were collected via postcourse questionnaires, and the organizing team also participated in a SWOT (strengths, weaknesses, opportunities, and threats) analysis using the World Cafe method. Quantitative data were analyzed descriptively, and qualitative responses underwent content analysis. Evaluations highlighted satisfaction with dissection (97%), prosections (93%), and applied anatomy sessions while also identifying needs for infrastructure, more flexible scheduling, and expanded pedagogical approaches. Despite these challenges, 97% of participants recommended the course. Approximately 90% of organizers reported academic and professional development, and 75% expressed improved presentation skills, though challenges such as limited institutional support and insufficient incentives were noted. Long-term follow-up revealed that 81.8% of former organizers agreed that the experience contributed to their current practice, and 87.3% now hold academic positions. Overall, JANATO successfully promoted anatomy education, professional skills, and academic collaboration. The findings point to improvements to enhance its pedagogical impact and accessibility in future editions. This model may guide the development of anatomy-focused and related life sciences programs aligned with evolving demands in training future clinicians and educators.<b>NEW & NOTEWORTHY</b> This study presents JANATO, an anatomy course integrating theory, applied anatomy, human tissue dissection, and research experiences to address persistent challenges in anatomy education. By combining participant evaluations with a SWOT (strengths, weaknesses, opportunities, and threats) analysis from organizers, the study offers a dual-perspective assessment. JANATO enhances learner engagement while supporting academic and professional development among organizers. The results identify actionable improvements and can serve as a model for anatomy and related disciplines for training future clinicians and educators.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"1224-1234"},"PeriodicalIF":1.9,"publicationDate":"2026-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148978010","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":"Project-based learning to promote multidisciplinary integration and transferable skills in undergraduate biology students.","authors":"Arnaud Labrousse, Charlène Martin, Elisa Soual, Olivier Joffre, Jenny Paupert, Valérie Pacquit, Estelle Espinos, Denis Hudrisier, Cécile Malnou, Bénédicte Buffin-Meyer","doi":"10.1152/advan.00112.2026","DOIUrl":"10.1152/advan.00112.2026","url":null,"abstract":"<p><p>The growing interdisciplinarity of biological research calls for pedagogical models that transcend disciplinary silos. Here we report the implementation of a 12-wk project-based learning course in the third year of a life sciences bachelor's program. The course aimed to foster multidisciplinary integration and develop transferable skills. A total of 675 students over 3 academic years engaged in thematic group projects linked to contemporary research topics. Students' perceptions were evaluated through anonymous word cloud activities and structured questionnaires administered at the beginning, middle, and end of the course, as well as via delayed surveys conducted 1 to 2 yr later. Results indicate strong short-term engagement and significant perceived gains in multidisciplinary skills, alongside transferable competencies including teamwork, organization and autonomy, bibliographic research, and scientific communication. Long-term feedback revealed more nuanced perceptions regarding explicit recognition of interdisciplinarity and skill transfer. By incorporating the proposed improvements, this course could serve as a ready-to-use model for undergraduate biology programs in other universities.<b>NEW & NOTEWORTHY</b> How can we break down disciplinary silos in biology? This study presents a project-based learning model implemented over 3 yr with 675 students. By exploring concrete and authentic research topics, students combine multidisciplinary investigation with the development of key transferable skills including teamwork, scientific communication, and autonomy. A practical guide to transforming biology education and better preparing future physiologists for interdisciplinary challenges.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"1241-1254"},"PeriodicalIF":1.9,"publicationDate":"2026-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149009362","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}