教育学最新文献

{"title":"Redesigning medical education: inclusive strategies for nontraditional medical students in flipped classrooms and integrated curricula.","authors":"Cesar Barrabi","doi":"10.1152/advan.00076.2025","DOIUrl":"10.1152/advan.00076.2025","url":null,"abstract":"<p><p>Medical education has undergone major reforms with integrated and flipped curricula aiming to enhance active learning and clinical relevance. However, these models often assume a uniform learner profile, potentially disadvantaging nontraditional medical students (NTMSs) who bring diverse backgrounds, experiences, and challenges. This paper explores who NTMSs are, how curricular design impacts their learning, and what targeted strategies support their success. Reviewing current literature, we highlight the importance of flexible pacing, mentorship, recognition of varied strengths, and pipeline initiatives tailored to NTMSs. Examples from physiology education illustrate how integration and active learning can be structured inclusively. We also present institutional models providing practical accommodations and representation for NTMSs. Together, these insights offer a framework for medical schools to foster equity and inclusion, ensuring diverse learners thrive and contribute fully to the healthcare workforce.<b>NEW & NOTEWORTHY</b> This article explores inclusive strategies for teaching nontraditional medical students (NTMSs) in modern medical curricula. It highlights how flipped classrooms, integrated curricula, and institutional models can support diverse learners through structured, active, and clinically relevant approaches. Drawing on recent literature and physiology-focused examples, the article offers practical, evidence-based insights for designing learning environments that promote equity, engagement, and academic success for students with varied backgrounds, life experiences, and educational pathways.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"879-882"},"PeriodicalIF":1.7,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144823103","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Enhancing respiratory physiology instruction with point-of-care ultrasound: a brief educational intervention.","authors":"Spencer A Vroegop, Sydney R Sudler, Halley M McDonald, Layla Al-Nakkash","doi":"10.1152/advan.00114.2025","DOIUrl":"10.1152/advan.00114.2025","url":null,"abstract":"<p><p>Point-of-care ultrasound (POCUS) is increasingly recognized as a valuable educational adjunct in medical school curricula, particularly for reinforcing physiology through dynamic, real-time visualization. Despite its growing relevance, integration of POCUS into preclinical instruction, especially in the context of pulmonary physiology, remains limited. This illumination paper describes the development, implementation, and initial outcomes of a 30-minute lung physiology ultrasound workshop designed to supplement the respiratory block lectures in a first-year medical physiology course.<b>NEW & NOTEWORTHY</b> This paper presents a novel, replicable model for integrating ultrasound education into preclinical medical training through a time-efficient, physiology-aligned workshop. Unlike most existing ultrasound initiatives that focus on anatomy or are embedded within clinical clerkships, this workshop targets the underexplored area of functional pulmonary physiology within the basic science curriculum using live models and workshop goals directly tied to course learning objectives.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"929-933"},"PeriodicalIF":1.7,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144977398","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Cosmosis: a metaphorical bridge connecting the metaphysical cosmos and physiological osmosis.","authors":"Seshadri Reddy Varikasuvu","doi":"10.1152/advan.00141.2025","DOIUrl":"10.1152/advan.00141.2025","url":null,"abstract":"<p><p>In this article, \"Cosmosis\" introduces a newly coined metaphorical term that illustrates conceptual parallels between the physiological process of osmosis and the expansive dynamics of the cosmos. Designed as an interdisciplinary teaching framework, Cosmosis provides a novel way to link cellular homeostasis with cosmological principles such as entropy, space-time curvature, and dark energy. By drawing on core physiological terms such as concentration gradients, osmotic pressure, aquaporins, and membrane selectivity, Cosmosis offers an analogy that may spark curiosity, support integrative thinking, and encourage cross-disciplinary dialogue in physiology and biochemistry education.<b>NEW & NOTEWORTHY</b> Cosmosis presents a novel metaphor linking physiological osmosis with cosmic expansion. By integrating concepts from thermodynamics, membrane transport, and cosmology, the model equips educators with a tool to make abstract physiological and universal processes more engaging. This cross-disciplinary framework enriches physiology and biochemistry education by reinforcing shared physical principles and encouraging a unified view of the cellular and cosmic realms.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"976-978"},"PeriodicalIF":1.7,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145034707","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":"Concepts behind clips: cinema to teach the science of artificial intelligence to undergraduate medical students.","authors":"Krishna Mohan Surapaneni","doi":"10.1152/advan.00119.2025","DOIUrl":"10.1152/advan.00119.2025","url":null,"abstract":"<p><p>As artificial intelligence (AI) is becoming more integrated into the field of healthcare, medical students need to learn foundational AI literacy. Yet, traditional, descriptive teaching methods of AI topics are often ineffective in engaging the learners. This article introduces a new application of cinema to teaching AI concepts in medical education. With meticulously chosen movie clips from \"Enthiran (Tamil)/Robot (Hindi)/Robo (Telugu)\" movie, the students were introduced to the primary differences between artificial narrow intelligence (ANI), artificial general intelligence (AGI), and artificial super intelligence (ASI). This method triggered encouraging responses from students, with learners indicating greater conceptual clarity and heightened interest. Film as an emotive and visual medium not only makes difficult concepts easy to understand but also encourages curiosity, ethical consideration, and higher order thought. This pedagogic intervention demonstrates how narrative-based learning can make abstract AI systems more relatable and clinically relevant for future physicians. Beyond technical content, the method can offer opportunities to cultivate critical engagement with ethical and practical dimensions of AI in healthcare. Integrating film into AI instruction could bridge the gap between theoretical knowledge and clinical application, offering a compelling pathway to enrich medical education in a rapidly evolving digital age.<b>NEW & NOTEWORTHY</b> This article introduces a new learning strategy that employs film to instruct artificial intelligence (AI) principles in medical education. By introducing clips the from \"Enthiran (Tamil)/Robot (Hindi)/Robo (Telugu)\" movie to clarify artificial narrow intelligence (ANI), artificial general intelligence (AGI), and artificial super intelligence (ASI), the approach converted passive learning into an emotionally evocative and intellectually stimulating experience. Students experienced enhanced comprehension and increased interest in artificial intelligence. This narrative-driven, visually oriented process promises to incorporate technical and ethical AI literacy into medical curricula with enduring relevance and impact.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"965-967"},"PeriodicalIF":1.7,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145001868","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 obtain physiologically relevant cardiovascular data with students using chick embryo ventricular cardiomyocytes.","authors":"Nicholas S Freestone, Laura F Corns, James L Rouse, Aidan Seeley","doi":"10.1152/advan.00215.2024","DOIUrl":"10.1152/advan.00215.2024","url":null,"abstract":"<p><p>The chick embryo ventricular cardiomyocyte model provides students easy access to experiments involving fundamental features of cardiac cell physiology and pharmacology. With standard physiology teaching laboratories and basic cell culture equipment, spontaneously beating colonies of electrically connected cardiomyocytes can be obtained by the students themselves. Students learn aseptic techniques and cell culture alongside experiments illustrating, at the simplest level of experimentation, how beating rate can be altered physiologically or pharmacologically. In the typical course of the type of experiments presented here, students first observe the effect of temperature (beating rates decline to a third going from 37°C to room temperature; e.g., to 40 from 130 beats/min) and media change (beating rates increase up to 50%) before moving on to the pharmacological characterization of various receptors in these cells. Most obviously, in the cardiac cell context, this involves drugs acting on β-adrenoceptor subtypes. Students can obtain predictable dose-dependent increases in beating rates (up to maximal 100% increases in beating rate; from ∼100 to 200 beats/min typically) with the addition of stimulatory β-adrenoceptor agonists (e.g., isoproterenol) but also observe dose-dependent decreases in beating rate with β₃-adrenoceptor agonists (reducing beating rate by up to a third). Consequently, \"classical\" log dose-response curves can be obtained in the \"real world,\" enhancing student understanding of fundamental mechanisms of drug action. Although these experiments focus on physiological and pharmacological techniques, the model can be extended to encompass biochemical or molecular biological studies in terms of intracellular signaling systems activated and protein expression patterns.<b>NEW & NOTEWORTHY</b> Many in today's societies see the use of animals for experimentation and education as unnecessary and even immoral. There is nevertheless a need to investigate the fundamental physiological principles underlying life itself, and students need to be trained in these principles for the wider benefit of humanity and the planet. This article provides an ethical alternative to the traditional models used in the study of cardiac physiology to train the next generation of physiologists.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"1026-1033"},"PeriodicalIF":1.7,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145024797","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Effects of blended active methodology on learning about blood pressure control, students' perception, and test-induced stress and anxiety.","authors":"Fernanda Klein Marcondes, Lais Tono Cardozo, Patricia Oliveira Lima, Karina Reche Casale, Maria Antonia Ramos de Azevedo","doi":"10.1152/advan.00093.2025","DOIUrl":"10.1152/advan.00093.2025","url":null,"abstract":"<p><p>This study aimed to analyze the effect of blended active method (BAM) on blood pressure (BP) control learning, pretest stress and anxiety, and students' perceptions. With approval from the institutional ethics committee, two freshman Dentistry classes were assigned to either a traditional method (TM; <i>n</i> = 50) or BAM (<i>n</i> = 49) group. All students completed the State-Trait Anxiety Inventory (STAI) and provided saliva samples for cortisol and alpha-amylase measurements at baseline and before the exam. The TM group attended two lectures on BP control. In BAM, <i>class 1</i> involved team discussions of clinical scenarios involving BP alterations. Before <i>class 2</i>, students watched pre-class videos with embedded questions (Edpuzzle) and completed an interactive online lesson (Lt-Kuracloud) with exercises and immediate feedback. In <i>class 2</i>, students took an individual test and, in teams, analyzed which BP control systems were activated in the previous scenarios, explaining the physiological responses involved. In <i>class 3</i>, both groups completed the STAI, performed saliva collection, and a summative exam on BP control. Test scores were compared using <i>t</i> tests; anxiety and biomarker stress levels were analyzed with two-way ANOVA. BAM students achieved significantly higher exam scores (8.75 ± 1.17) compared to TM (7.27 ± 1.82). Before the exam, the TM group showed higher alpha-amylase, cortisol, and anxiety levels than BAM. According to student perceptions, BAM strategies effectively supported BP control learning. Overall, BAM improved learning outcomes and helped reduce pretest stress and anxiety compared to traditional teaching.<b>NEW & NOTEWORTHY</b> This study demonstrates that a blended active method (BAM), combining team discussions, interactive online lessons, and formative assessments, improves learning outcomes and reduces pretest stress and anxiety in university students studying blood pressure control. Unlike traditional lectures, BAM provided immediate feedback and opportunities for collaborative problem-solving. The study also measured physiological stress markers (cortisol and alpha-amylase), confirming BAM's effectiveness in promoting both cognitive performance and emotional well-being in a higher education health sciences setting.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"862-870"},"PeriodicalIF":1.7,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144790647","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Successfully integrating sustainability into medical science education with mixed-method iterative approaches.","authors":"Christian Moro, Charlotte Phelps, Vineesha Veer, Michelle McLean","doi":"10.1152/advan.00126.2025","DOIUrl":"10.1152/advan.00126.2025","url":null,"abstract":"<p><p>Students, accrediting bodies, and institutions are increasingly calling for educators to include planetary health (PH) in medical and health professions curricula. With the World Health Organization identifying climate change as the single biggest health threat facing humanity, health professionals must be prepared for the impacts of a changing climate, biodiversity loss, and pollution. There is an expectation that they will also need to practice sustainable and climate-resilient healthcare. Following limited beneficial outcomes in a first attempt to include PH content in an introductory Physiology subject for health sciences and medicine pathway students at an Australian university, we utilized an educational research design theory and design-based research methodology to develop, implement, and evaluate the integration of PH into a Physiology subject. Key stakeholders (students and tutors) provided ongoing feedback at regular points before, during, and at the end of the 12-week semester. Based on the findings, we offer evidence-based recommendations for integrating PH into an existing subject that avoids overloading an already busy curriculum. Recommendations include providing a clear definition of PH at the start of the semester, embedding a weekly \"fact\" in lecture slides, engaging learners in discussions during tutorials, linking PH concepts during hands-on practical laboratories, and establishing a dedicated PH learning objective for the subject.<b>NEW & NOTEWORTHY</b> Planetary health can be integrated into current medical and health professions subjects without the need to remove existing content or excessively impact staff and student time commitments. It is possible to meet student, faculty, employer, and accreditor expectations of preparing graduates to work in a changing healthcare system.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"979-989"},"PeriodicalIF":1.7,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144977414","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 reality breaks for stress reduction among graduate and dental students.","authors":"Ellee Grosser, Rachel D Torres, Laura Weingartner, Daniela Terson de Paleville","doi":"10.1152/advan.00014.2025","DOIUrl":"10.1152/advan.00014.2025","url":null,"abstract":"<p><p>Throughout their years of education, health science graduate and professional students complete countless hours of studying and taking exams, which can elevate the stress on these students in addition to their natural strains outside of school. Identifying a method to help reduce academic stress could be critical to positively impact student health and well-being. One of the emerging methods of stress reduction in current research is the use of virtual reality (VR) with biofeedback, which is a process that allows the user to gain conscious control of otherwise unnoticed bodily functions to change autonomic nervous system control. This research aimed to investigate whether VR biofeedback could help students manage stress in an academic setting. The authors monitored the heart rate, blood pressure, respiratory rate, and self-reported stress levels in 22 health science students while they used a VR headset to complete an immersive activity that guided users in diaphragmatic breathing within a calming virtual environment. While there were no significant changes in heart rate variability (HRV) or mean arterial pressure after the VR session, participants self-reported decreased stress levels. The participants also positively evaluated the experience with the VR headset and noted that the session was calming and engaging. Future research could use a similar process to evaluate participants directly before they take an exam or complete another stressful task and assess the effect of using biofeedback on academic performance.<b>NEW & NOTEWORTHY</b> Virtual reality (VR) has been proposed as an effective tool for reducing stress but has not been tested among trainees experiencing high academic pressures. Flowborne is a free VR application that guides users in diaphragmatic breathing within a calming virtual environment. Rhythmic breathing stimulates the parasympathetic nervous system, helping to lower heart rate, anxiety, and stress. This study suggested that participants perceive VR biofeedback as a promising tool for enhancing relaxation in an academic setting. .</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"1070-1075"},"PeriodicalIF":1.7,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145226289","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":"Correction to: Peer observation of teaching: multiple-site case study guided by diffusion of innovations theory.","authors":"Janet Alexanian, Arone Wondwossen Fantaye, Ruth Chen, Cora McCloy, Heather Lochnan, Megan Burnett, Karen Leslie, Teresa Chan, Natalia Danilovich, Paul Hendry, Simon Kitto","doi":"10.1007/s10459-025-10481-0","DOIUrl":"https://doi.org/10.1007/s10459-025-10481-0","url":null,"abstract":"","PeriodicalId":50959,"journal":{"name":"Advances in Health Sciences Education","volume":" ","pages":""},"PeriodicalIF":3.3,"publicationDate":"2025-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145330899","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":"Fostering interprofessional identity formation to support interprofessional collaboration - Identifying guidelines for educational design.","authors":"Annemarie B Sänger, Renée E Stalmeijer, Simon Beausaert, Jascha de Nooijer","doi":"10.1007/s10459-025-10478-9","DOIUrl":"https://doi.org/10.1007/s10459-025-10478-9","url":null,"abstract":"<p><p>Undergraduate interprofessional education aims to prepare health professions students for a future work field characterised by wicked problems demanding interprofessional collaboration (IPC). Interprofessional identity (IPI) has been suggested as key to IPC, but how to foster its formation remains underdeveloped. Therefore, we aimed to identify (1) the main characteristics of IPI and (2) guidelines for educational design fostering interprofessional identity formation (IPIF). Per critical review methodology, we analysed educational sciences, health professions education and management sciences literature. The results of two iterative, non-exhaustive literature searches were analysed through reflexive thematic analysis. The first search focused on conceptualisations of IPI to identify its main characteristics and theories explaining IPIF, the second on the mechanisms of these theories fostering IPIF to derive guidelines for educational design. Analysis of the first search yielded five themes characterising IPI: (1) sense of belonging to an interprofessional team; (2) commitment to working interprofessionally; (3) values, attitudes, beliefs, and ethics related to IPC; (4) knowledge and understanding of roles, responsibilities, and expertise; and (5) IPC skills. We identified five prevalent theories explaining IPIF. Analysis of the second search resulted in guidelines for educational design fostering IPIF targeting the student, interprofessional team, faculty, and curriculum. Fostering IPI alongside IPC competencies is crucial for preparing students for IPC. This critical review highlighted key characteristics of IPI and proposes ED-IPIF, a theory-based framework for fostering IPIF through integrated educational design. Future research should address existing gaps and empirically test the ED-IPIF through longitudinal studies and robust tools for measuring IPI.</p>","PeriodicalId":50959,"journal":{"name":"Advances in Health Sciences Education","volume":" ","pages":""},"PeriodicalIF":3.3,"publicationDate":"2025-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145330922","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}