教育学最新文献

{"title":"Exploring Careers in Healthcare & Onward (ECHO): a community outreach program to promote health care career interest in K-8 students.","authors":"Ariel Davydov, Rebecca Altshuler, Zoë Van De Voorde, Andreanne Sannajust, David Winter, Aimee Pugh-Bernard","doi":"10.1152/advan.00039.2026","DOIUrl":"10.1152/advan.00039.2026","url":null,"abstract":"<p><p>Early career exploration can strongly influence children's career development. This study describes a pilot community outreach career fair named Exploring Careers in Healthcare & Onward (ECHO) that is designed to introduce basic physiological concepts and explore careers in medicine with elementary and middle school students through hands-on experiments and interaction with healthcare students and providers. The objective of this intervention is to increase exposure to and interest in health care careers in elementary and middle school students in low-socioeconomic status areas and examine its impact on vocational aspirations through post-pre surveys. The program offers four interactive activities centered in various medical specialties: <i>1</i>) \"Build Your Own Stethoscope\" (cardiology), <i>2</i>) \"Learn About Lungs\" (pulmonology), <i>3</i>) \"Make A Surgeon's Bracelet\" (surgery), and <i>4</i>) \"All About Reflexes\" (neurology). Survey data from 98 participating elementary and middle school students demonstrated a statistically significant increase in health care career interest following participation in the ECHO career fair. These results provide preliminary data supporting the use of early career-oriented interventions to increase health care career interest and motivate students to consider pursuing careers in health care. By offering opportunities for students to engage in health care career-oriented learning experiences, ECHO has the potential to empower youth to pursue careers in health care in their professional futures.<b>NEW & NOTEWORTHY</b> Participation in early career-oriented interventions has the potential to increase health care career interest in elementary and middle school students. By engaging youth from the local community in health care hands-on, career-oriented learning experiences, such programs may be able to empower students from underresourced communities to consider the pursuit of future careers in health care.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"1075-1082"},"PeriodicalIF":1.9,"publicationDate":"2026-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148145408","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":"A practical approach to estimate the potency of an antagonist in a functional experiment with isolated preparations of rat aorta.","authors":"Kalinne Kelly Lima Gadelha, Karine Lima Silva, Maisa Sousa Sampaio, Abdourahmane Dairou, Maria Eduarda Damasceno Veríssimo de Araújo, Nicole Castro Brasil, Armênio Aguiar Dos Santos, Pedro Jorge Caldas Magalhães","doi":"10.1152/advan.00048.2026","DOIUrl":"10.1152/advan.00048.2026","url":null,"abstract":"<p><p>The potency of an antagonist is a key concept in pharmacology, with multiple implications that range from the basic science to the clinical scenario, e.g., from receptor characterization to the dosage schedule of a patient. However, teaching the concept of antagonist potency may be a challenge because, unlike agonists, antagonists lack intrinsic efficacy, meaning they do not activate the receptor they bind to produce a biological response. In experiments in isolated tissues without spontaneous tonus, such as the rat aorta, students might observe that prazosin (an antagonist of α₁-adrenergic receptors) does not induce observable effects alone, although it is able to relax a contraction elicited by phenylephrine (α₁-adrenergic agonist) because prazosin competitively antagonizes phenylephrine at α₁-adrenoceptors. Experimental approaches to analyzing antagonist potency have been proposed, with the Schild method being the most widely accepted. However, such an analysis can be time-consuming if adopted in a practical class because it necessitates the generation of complete concentration-response curves for an agonist under control conditions and in the presence of a series of increasing concentrations of an antagonist. Alternative methods, such as the Cheng-Prusoff approach, have been proposed to estimate the value of the equilibrium dissociation constant (<i>K</i>_b) in functional studies, a parameter that represents the affinity of the antagonist for one receptor. Based on these approaches, the present study proposes an experimental protocol designed to help students understand the concept of antagonist potency using phenylephrine and prazosin in isolated rat aorta preparations.<b>NEW & NOTEWORTHY</b> By utilizing phenylephrine and prazosin in isolated rat aortas, students can better understand the concept of antagonist potency. This activity provides a practical opportunity to discuss key aspects of cell-drug interactions, including efficacy and intrinsic activity, via parameters such as EC₅₀, IC₅₀, equilibrium dissociation constant (<i>K</i>_b), and antagonist potency (pA₂).</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"1055-1065"},"PeriodicalIF":1.9,"publicationDate":"2026-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148800573","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":"Interactive visualization of enzyme kinetics: a shiny app for biomedical, pharmacology, and biochemistry education.","authors":"Claire L Price, J Gareth Noble, Aidan Seeley","doi":"10.1152/advan.00294.2025","DOIUrl":"10.1152/advan.00294.2025","url":null,"abstract":"<p><p>Understanding enzyme kinetics is fundamental in biomedical science, pharmacology, and biochemistry, yet students often struggle to interpret kinetic models and relate them to biological function. To support learning in this area, an interactive web-based tool, the Kinetics Analysis App, was developed using the Shiny framework in R. The application enables users to input experimental or example data and compare four classical models of enzyme kinetics: Michaelis-Menten, Lineweaver-Burk, Eadie-Hofstee, and Hanes-Woolf. Real-time visualization of fitted curves and parameter estimates (<i>V</i>_max and <i>K</i>_m) allows learners to explore how model choice, data variability, and substrate concentration influence kinetic interpretation. The tool supports scaffolded, constructivist, and multimedia learning approaches, lowering mathematical barriers and encouraging hypothesis-driven exploration. Designed for integration into laboratory classes, flipped learning, or independent study, the app promotes critical thinking and enhances conceptual understanding of kinetic modeling. Informal student feedback indicates increased confidence and clarity when interpreting enzyme kinetics compared with traditional spreadsheet-based approaches. The Kinetics Analysis App therefore offers a scalable and accessible method to improve quantitative skills and deepen pedagogical engagement with enzyme kinetics.<b>NEW & NOTEWORTHY</b> Students often find enzyme kinetics difficult because mathematical models can appear disconnected from biological meaning. The freely available Kinetics Analysis App was created to help address this challenge. Through interactive visualization of four classical kinetic models, learners are able to explore parameter estimation and model selection in real time. This web-based tool supports active learning, improves confidence in data interpretation, and provides an accessible approach for teaching quantitative concepts in biomedical and pharmacological sciences.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"1110-1116"},"PeriodicalIF":1.9,"publicationDate":"2026-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148800776","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 Reflections to Actions: The 50th Anniversary of the Alliance for Continuing Education in the Health Professions.","authors":"Vince Loffredo, Audrie Tornow","doi":"10.1097/CEH.0000000000000637","DOIUrl":"10.1097/CEH.0000000000000637","url":null,"abstract":"","PeriodicalId":50218,"journal":{"name":"Journal of Continuing Education in the Health Professions","volume":" ","pages":"1-3"},"PeriodicalIF":1.7,"publicationDate":"2026-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146087959","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 a 3-D cell membrane model combined with an interactive online platform on health students' learning of cellular physiology.","authors":"Ana Carolina de Souza da Rosa, Giulia Azevedo Martinez, Anna Cecília Perreto, Nelson Gustavo Novais Marinho, Larissa de Almeida Dias, Cláudio Felipe Kolling da Rocha, Pâmela Billig Mello-Carpes","doi":"10.1152/advan.00267.2025","DOIUrl":"10.1152/advan.00267.2025","url":null,"abstract":"<p><p>Understanding cellular physiology, particularly transport across the plasma membrane, remains a significant challenge for undergraduate health sciences students, as these microscopic processes are inherently difficult to visualize. Innovative teaching strategies, such as three-dimensional (3-D) models, may enhance students' comprehension of these concepts. This study investigated the impact of a 3-D cell membrane puzzle model combined with an interactive online platform on learning about membrane transport. Undergraduate nursing and physical therapy students participated in the activity during a practical class, and learning outcomes were assessed with pre- and posttests, as well as subjective evaluations. The results demonstrated an improvement in students' self-perceived knowledge of the main mechanisms of membrane transport and highlighted the importance of assessing students' knowledge in addition to self-perception. These findings suggest that playful and interactive tools can effectively support the teaching and learning of complex physiological concepts.<b>NEW & NOTEWORTHY</b> Cell membranes are invisible to the naked eye, yet vital to life. For health care students, understanding transport across membranes can be challenging. This study combined a 3-D puzzle model with an online platform to make these processes tangible and easier to grasp. Students who used this interactive approach improved their self-perception of cellular function, showing that playful, hands-on educational strategies can facilitate learning of complex biological concepts and promote greater engagement in the learning process.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"1045-1054"},"PeriodicalIF":1.9,"publicationDate":"2026-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148686569","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":"Effectiveness of practicing with an e-learning tool based on an error-driven learning algorithm in physiology education.","authors":"Akihiro Kimura, Seigen Fumimoto","doi":"10.1152/advan.00042.2026","DOIUrl":"10.1152/advan.00042.2026","url":null,"abstract":"<p><p>Physiology is an essential component of clinical education. However, because physiology requires understanding of causal mechanisms and integrated physiological processes, many healthcare students experience difficulties during the early stages of learning, particularly when prior knowledge is insufficient. These difficulties may increase the risk of subsequent academic problems. Therefore, effective approaches are required to support introductory physiology education. In this study, we developed an e-learning tool conceptually based on error-driven learning theory and implemented it in a physiology course for first-year students at a health science university. Unlike conventional tools, this tool was designed to support correction of incorrect recall by linking feedback on errors with the selection of subsequent questions. We then evaluated the effectiveness of the tool using objective measures from students' activity logs and final examination performance. More repetitions were associated not only with higher accuracy on practice questions but also with higher final examination scores, even after adjusting for preadmission academic aptitude test scores and initial accuracy. These results suggest that, in the early stages of the course, engagement with the e-learning tool was associated with improved examination performance, even after adjusting for baseline academic aptitude and prior knowledge, although causal inference is limited by the observational design. Therefore, e-learning tools designed to emphasize error-driven learning may provide an effective approach to support early-stage physiology education for healthcare students.<b>NEW & NOTEWORTHY</b> We developed an e-learning tool conceptually based on error-driven learning and implemented it in a first-year physiology course. The tool was designed to support correction of incorrect recall through repeated corrective feedback. Using objective measures derived from student activity logs, we showed that the number of repeated practices was significantly associated with learning improvement and final examination scores, even after adjusting for baseline academic aptitude and initial accuracy. This approach may support introductory physiology education.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"1031-1044"},"PeriodicalIF":1.9,"publicationDate":"2026-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148664849","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":"Moving beyond check-the-box attendance: a token-based approach to encouraging meaningful UTA session participation.","authors":"James T Davis","doi":"10.1152/advan.00157.2026","DOIUrl":"10.1152/advan.00157.2026","url":null,"abstract":"<p><p>Undergraduate teaching assistants (UTAs) can provide valuable peer-supported learning opportunities in large physiology courses, but encouraging students to use these resources meaningfully can be challenging. In a large flipped undergraduate human physiology course, students were initially required to attend UTA-led review sessions for a small number of course points. Although this attendance-point system increased session use, it also produced unintended consequences. Near the end of course units and especially near the end of the semester, attendance often increased sharply as students attended primarily to earn points rather than to engage with physiology content. These crowded sessions were difficult for UTAs to manage and reduced the value of the sessions for students seeking help. To address this problem, direct attendance points were replaced with a future-oriented token system. Students earned tokens by actively participating in two UTA-led review sessions, and tokens could be used only on future coursework, such as making up selected missed assignments or revising missed exam questions. This article describes the rationale, design, implementation, and lessons learned from this token system. Although the change was not implemented as a formal education research study, instructor and UTA observations suggest that the token system may have reduced check-the-box attendance and better aligned the incentive with the intended purpose of the sessions: proactive, collaborative engagement with physiology content. This model may be useful for instructors seeking to encourage help seeking without directly awarding points for attendance.<b>NEW & NOTEWORTHY</b> This article describes a future-oriented token system used to encourage meaningful participation in undergraduate teaching assistant (UTA)-led review sessions in a large undergraduate physiology course. Rather than awarding points for attendance, students earned limited-use tokens by actively participating in two sessions. The approach shifted the incentive away from check-the-box attendance and toward proactive help seeking, repeated engagement, and collaborative learning.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"1093-1099"},"PeriodicalIF":1.9,"publicationDate":"2026-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148800823","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":"Accurate contextual reporting amidst dynamic AI curricula development: A response to Zainal and colleagues.","authors":"Li Yunkai Andrew, Quek Yong Jing Daniel, Minyang Chow, Bernett Lee, Jennifer Cleland, Chia Faith Li-Ann","doi":"10.1111/medu.70241","DOIUrl":"10.1111/medu.70241","url":null,"abstract":"","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":" ","pages":"1285-1286"},"PeriodicalIF":6.2,"publicationDate":"2026-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13653290/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147931041","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Caring for older adults: Students' experiences beyond the cure-care divide.","authors":"Kenechi Herler, Louis John Koizia, Benjamin Howell Lole Harris","doi":"10.1111/medu.70246","DOIUrl":"10.1111/medu.70246","url":null,"abstract":"","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":" ","pages":"1287-1288"},"PeriodicalIF":6.2,"publicationDate":"2026-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148055496","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Assets of Transgender College Students in the United States: A Scoping Review","authors":"Alex C. Lange,Dianna Morganti,Nick Fahnders,Alie Ehrensaft,Megan Battleson,Romeo Jackson","doi":"10.3102/00346543261491752","DOIUrl":"https://doi.org/10.3102/00346543261491752","url":null,"abstract":"","PeriodicalId":21145,"journal":{"name":"Review of Educational Research","volume":"1 1","pages":""},"PeriodicalIF":11.2,"publicationDate":"2026-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149221644","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}