Advances in Physiology Education最新文献

{"title":"Educating for equity: implementing trans-affirmative competencies in physiology curriculum.","authors":"Athul K M, Satendra Singh, Khan Amir Maroof, Aqsa Shaikh","doi":"10.1152/advan.00157.2025","DOIUrl":"10.1152/advan.00157.2025","url":null,"abstract":"<p><p>Despite legal protections under the Transgender Persons (Protection of Rights) Act, 2019, Indian medical curricula lack trans-affirmative competencies, skills essential for providing respectful, evidence-based care to transgender and gender-diverse individuals. This pilot curriculum development study aimed to longitudinally embed trans-affirmative competencies into the first-year physiology curriculum across theory, practical, ethics, and early clinical exposure (ECE) sessions. Conducted at a public medical school in Delhi, the study involved 170 first-year MBBS students over 11 mo (August 2023-June 2024). Using Kern's six-step approach to curriculum development, we adapted and aligned 16 trans-affirmative competencies with the five roles of the Indian medical graduate: clinician, leader, professional, communicator, and lifelong learner. These were delivered across 1,005 min (16 h 45 min), primarily during ethics (48%) and ECE (36%) sessions. Health humanities tools, such as trigger films, Theater of the Oppressed, lived experiences sessions, thinking ethics, storytelling, and poetry, were used to foster empathy and engage learners with complex socioethical issues. Feedback from all 11 facilitators (100% response rate) indicated unanimous support for the appropriateness and effectiveness of the competencies. Student feedback (92.3% response rate, <i>n</i> = 157) showed that 69.0% found the addition relevant to learning and 80.6% deemed it essential for future practice. This study demonstrates the feasibility of integrating trans-affirmative competencies without disrupting core curricula. It provides a replicable model for incorporating gender-inclusive medical education and highlights the transformative potential of humanities-based pedagogy in fostering inclusive, rights-based health care.<b>NEW & NOTEWORTHY</b> This pilot study is the first in India to longitudinally integrate trans-affirmative competencies into the MBBS physiology curriculum using a mixed-methods approach. Delivered over 11 mo, it demonstrated that nearly 17 h of gender-inclusive education can be embedded without disrupting existing teaching schedules. Using health humanities tools like poetry, trigger films, and Theater of the Oppressed, the curriculum enhanced student engagement and empathy. The study offers a scalable model for incorporating transgender health into early medical education, bridging curricular gaps and aligning with legal and professional mandates for inclusive health care.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"890-898"},"PeriodicalIF":1.7,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144849510","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":"Directed or random? Student reasoning about diffusion across contexts.","authors":"Aeryn L VanDerSlik, Emily E Scott, Mary Pat Wenderoth, Zachary A Kam, Jasmine D Parker, Maya B Shah, Joseph Vieregge, Jennifer H Doherty","doi":"10.1152/advan.00185.2025","DOIUrl":"10.1152/advan.00185.2025","url":null,"abstract":"<p><p>Diffusion is a critical component of the Physiology Core Concept of flow down gradients and is fundamental to understanding how ions, gases, or signaling molecules travel short distances in the body. When asked about diffusion, students often reason successfully using the \"things move from areas of high to low concentration\" heuristic but struggle to understand that random motion underlies this movement. We investigated the different knowledge resources students use when reasoning about diffusion across different contexts. Additionally, we determined if item context impacted the resources students activated and how consistent students were in their reasoning. We gave students a pair of questions from three contexts (plant, animal, and nonliving) that asked them to predict and explain where a molecule of gas would be located before and after equilibrium. Using the resources framework, we identified 14 common knowledge resources and 6 different patterns in resource activation. \"High to low\" and related resources were used in 73% of responses. Only 23% of responses included at least one \"random motion\" resource, and the vast majority of these responses described random particle motion starting only after equilibrium is reached. Item context did not significantly affect the resources students used. Students were also mostly consistent in their reasoning, with 76% using similar resources across the two items. These findings indicate that \"high to low\" and related resources have a high cueing priority for many students and that instructors should help students unpack random motion as the mechanism underlying diffusion instead of leaving it \"black boxed.\"<b>NEW & NOTEWORTHY</b> We present the first physiology education study that investigates students' understanding of diffusion using a resources framework. Students frequently used \"high to low\" knowledge resources and rarely coordinated them with \"random motion.\" Of the 23% that included \"random motion\" resources, the vast majority described random motion starting only after equilibrium. While \"high to low\" resources are sometimes productive, when students coordinate \"random motion\" resources, they have tools for a more nuanced understanding of physiological phenomena.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"1014-1025"},"PeriodicalIF":1.7,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145071036","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":"Balancing act: enhancing student comprehension of acid-base physiology through interactive, system-based teaching.","authors":"Tamara Dakic, Tijana Cvetic Antic, Tanja Jevdjovic, Iva Lakic, Aleksandra Ruzicic, Predrag Vujovic","doi":"10.1152/advan.00133.2025","DOIUrl":"10.1152/advan.00133.2025","url":null,"abstract":"<p><p>Acid-base physiology is widely recognized as one of the most conceptually challenging topics in undergraduate education due to its interdisciplinary nature and the necessity for both mechanistic and integrative understanding. This article presents a structured, system-based teaching framework designed to enhance student comprehension of acid-base balance by promoting active learning and conceptual integration across organ systems. The instructional model is organized around four core modules: mastering terminology, identifying acid sources, exploring regulatory mechanisms, and understanding acid-base disorders. Notably, the approach introduces a specific sequence for concept delivery, supported by interactive in-class activities such as multiple-choice questions, open-ended prompts, pattern recognition tasks, physiological reflex analysis, and the construction of concept maps. This format encourages students to link molecular mechanisms with systemic outcomes and fosters the application of knowledge to clinical and everyday life scenarios.<b>NEW & NOTEWORTHY</b> This teaching strategy not only enhances understanding of acid-base regulation but also exemplifies how system-based integration, interactive learning, and scaffolded concept development can transform the delivery of complex physiological content. The integration of teleological reasoning with mechanistic analysis and the explicit teaching of homeostatic patterns improves higher order thinking. Implementation of this framework significantly improved student performance on acid-base physiology exam questions and reduced the proportion of students identifying acid-base balance as one of the most difficult topics.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"855-861"},"PeriodicalIF":1.7,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144790646","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":"Instructor-perceived benefits and costs of inviting students to voluntarily answer questions in large science courses.","authors":"Erika M Nadile, Makena R Winton, Tasneem F Mohammed, James P Collins, Sara E Brownell, Katelyn M Cooper","doi":"10.1152/advan.00186.2024","DOIUrl":"10.1152/advan.00186.2024","url":null,"abstract":"<p><p>In large undergraduate science courses, instructors often invite students to voluntarily answer questions (VANQ) in front of the class for a variety of pedagogical reasons. However, it is unclear what drives instructor decisions to use this practice. We conducted exploratory interviews with 21 college science instructors from a research-intensive institution; some invite students to VANQ and some do not. We probed the perceived costs and benefits associated with inviting students to VANQ and participants' reasoning for why they implement or avoid the practice in their science courses. We found that instructors perceive that asking students to VANQ builds students' skills and knowledge. However, participants acknowledged that the practice could take away time from content delivery and potentially damage the instructor-student relationship. Instructors reported inviting students to VANQ for the purpose of maximizing student learning and avoided the practice to prevent an inequitable classroom environment. This study is the first to examine instructor opinions of and motivations for inviting students to VANQ.<b>NEW & NOTEWORTHY</b> There is little research suggesting that asking students to voluntarily answer questions (VANQ) in large science classes leads to student learning, yet substantial evidence shows inviting students to VANQ results in inequities in whose voices are heard. Instructors reported that implementing VANQ may lead to learning for all students but felt it could take away time from content delivery and potentially damage the instructor-student relationship. In sum, instructors invite students to VANQ to promote learning, and some avoid it to prevent inequities in class.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"909-923"},"PeriodicalIF":1.7,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144856919","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":"Biomedical graduate outcomes unlocked: LinkedIn as a powerful tracking tool.","authors":"Christine C M Lee, Yanchen Ji, Emilie Collins, Bethany Howard, Julia Choate","doi":"10.1152/advan.00136.2025","DOIUrl":"10.1152/advan.00136.2025","url":null,"abstract":"<p><p>Biomedical Science is a popular multivocational degree that exposes students to body systems knowledge and scientific research skills, preparing them for work or further study in biomedical research and industry or health professions. With a diverse range of graduate outcomes, biomedical students report feeling uncertain about their career prospects. To date, there are limited data on the employment outcomes of Australian Biomedical Science graduates. We recently reported on the use of the professional networking LinkedIn platform to track employment outcomes and enhance career awareness for Physiology Major graduates. The LinkedIn Alumni Function (LAF) extends the capability to track graduate outcomes with high-level insights on what they do and what they are skilled at. The LAF was used in this study to track Bachelor of Biomedical Science alumni, who graduated between 2016 and 2024, from 38 Australian universities (<i>n</i> = 18,413). Alumni from the research-intensive Group of Eight (Go8) Australian universities were compared with those of other universities to assess any difference in the employment outcomes of their graduates. Biomedical Science alumni were mostly employed in the research sector (20%), followed by education (16%) and healthcare services (15%). A greater proportion of alumni from Go8 universities work in the research and education sectors, while relatively more non-Go8 graduates have a profession in healthcare services. Research, communication, and teamwork were the top three promoted skills by Biomedical Science alumni. Data obtained through the LAF could boost course promotion and curriculum design by providing clear indications of career pathways and skill sets to maximize graduate employability.<b>NEW & NOTEWORTHY</b> This is the first study to report on Biomedical Science graduate employment outcomes, using the novel LinkedIn Alumni Function. The data show that one-fifth of Biomedical Science alumni pursued a career in the research sector, followed by 16% in education and 15% in healthcare services. Research, communication, and teamwork are the top skills publicized by Biomedical Science alumni in professional networking.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"883-889"},"PeriodicalIF":1.7,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144823102","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":"Developing student proficiency in ChatGPT-driven active recall practices and self-guided inquiry.","authors":"Amie J Dirks-Naylor","doi":"10.1152/advan.00112.2025","DOIUrl":"10.1152/advan.00112.2025","url":null,"abstract":"<p><p>Artificial intelligence (AI) tools like ChatGPT offer new opportunities to enhance student learning through active recall and self-directed inquiry. This study aimed to determine student perceptions of a classroom assignment designed to develop proficiency in using ChatGPT for these strategies. First-semester Doctor of Pharmacy students in a foundational sciences course completed an assignment using ChatGPT for active recall. The assignment involved generating quizzes from lecture notes on protein structure and apoptosis, verifying ChatGPT's answers, and engaging in further inquiry. Students completed a Qualtrics survey assessing their perceptions. Nearly 60% of students had no prior ChatGPT experience, and only 21% had used it for previous quizzing purposes. Most (96%) found the instructions for the assignment clear, and 89% reported that ChatGPT was easy to use. The majority believed ChatGPT quizzes were as effective as instructor-provided quizzes. All students agreed that verifying ChatGPT's answers with lecture notes was a valuable learning experience. Open-ended responses highlighted the ease of generating additional questions and exploring concepts at higher cognitive levels, though some noted challenges with crafting precise prompts and verifying answers. Although many students were new to ChatGPT, the structured assignment improved their comfort with and understanding of the platform's capabilities and limitations when used for active recall and critical inquiry. The integration of AI tools, when guided and purposeful, can enrich traditional learning methods and support student engagement and deeper understanding of biological concepts in pharmacy education.<b>NEW & NOTEWORTHY</b> A structured classroom assignment introduced first-semester pharmacy students to using ChatGPT for active recall and self-directed learning. Despite limited prior experience with the tool, most students found it easy to use and an effective learning tool. Verifying ChatGPT's responses with lecture notes was viewed as a valuable learning strategy. Students appreciated the platform's ability to support higher-level inquiry. Overall, the assignment enhanced student engagement and understanding of AI-assisted learning.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"960-964"},"PeriodicalIF":1.7,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145024741","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":"Giovanni Alfonso Borelli, Giorgio Baglivi, and the origin of the heartbeat in the seventeenth century.","authors":"Diego Mombelli, Francesco Castagna, Ilaria Rivolta, Michele A Riva","doi":"10.1152/advan.00131.2025","DOIUrl":"10.1152/advan.00131.2025","url":null,"abstract":"<p><p>Giovanni Alfonso Borelli (1608-1679) and Giorgio Baglivi (1668-1707) were prominent figures in early modern physiology who contributed significantly to the evolving debate on the origin of the heartbeat. Borelli, a leading exponent of iatromechanics, acknowledged the autonomous continuation of the heartbeat but attributed its initial impulse to a <i>facultas sensitiva</i> capable of perceiving internal imbalances. Baglivi advanced the discussion by proposing a fiber-based model of the body and offering experimental evidence of the heart's intrinsic contractile capacity. He classified body fibers into membranous and carneous types, locating the active force of contraction within the structure of the muscle itself. Although neither author wholly excluded the role of nerves, their work marked a pivotal moment in the conceptual shift toward intrinsic explanations of cardiac rhythm and laid the groundwork for future developments in cardiovascular physiology.<b>NEW & NOTEWORTHY</b> Borelli and Baglivi were pioneers in cardiac physiology in the seventeenth and eighteenth centuries. They both contributed to the gradual shift toward intrinsic explanations of the heartbeat, proposing that the heart possesses an autonomous capacity for contraction, laying the foundations for later myogenic models. Their experimental and theoretical work marked a turning point in early modern physiology, paving the way for subsequent research in cardiac function and the development of modern cardiovascular physiology.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"968-975"},"PeriodicalIF":1.7,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145024732","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":"Research training in physiology course: students' perspective for outcomes, gaps, and solutions.","authors":"Puja Dulloo, Steffy Amit, Neeraj Vedi","doi":"10.1152/advan.00118.2025","DOIUrl":"10.1152/advan.00118.2025","url":null,"abstract":"<p><p>The Competency-Based Medical Education (CBME) curriculum, launched in 2019 by the National Medical Commission (NMC), India, emphasizes the early integration of research training in undergraduate medical education to foster critical thinking, lifelong learning, and evidence-based practice. Despite this intent, systematic and structured research training for first-year medical students remains limited in implementation. This study investigated the perceived learning outcomes, challenges, and potential solutions experienced by first-year undergraduate medical students in the physiology department, who participated in a research activity aligned with the CBME framework. A cross-sectional, observational, qualitative study was conducted among undergraduate medical students in their first year of the 2023-2024 academic year. Following a sensitization session on research methodology, students engaged in a group research activity. One hundred twenty-three students voluntarily submitted written feedback in response to three open-ended questions about their learning experiences, identified gaps, and suggested improvements. Two coders independently performed a thematic analysis of the reactions, with themes and categories finalized collaboratively. The analysis identified four central themes that reflected the learning outcomes: development of teamwork skills, improvement of research and problem-solving skills, personal development and flexibility, and intellectual and academic growth. Students gained an understanding of research methods and teamwork; challenges included formulating questions and managing time effectively. Solutions involved stronger mentorship, more precise guidance, and better group coordination. In conclusion, integrating early research training into the medical curriculum from the first year of the medical program improved students' research competencies and team-building skills. Institutional support and structured mentorship can further optimize these learning experiences.<b>NEW & NOTEWORTHY</b> The research highlights the importance of early research training in a Physiology course in the Competency-Based Medical Education (CBME) curriculum, in India, for students' teamwork, critical thinking, academic, and research development. It also highlights gaps in research question development and time management, and proposes solutions like improved mentorship and topic direction.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"955-959"},"PeriodicalIF":1.7,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145001826","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":"Collaborative Learning and Soft Skills Seminar (CLASS): an innovative pedagogy for enhancing engagement and assessment in large-class settings.","authors":"Thotegowdanapalya C Mohan, Charukesi Rajulu, Chaya Gopalan, Mohanram Arun","doi":"10.1152/advan.00063.2025","DOIUrl":"10.1152/advan.00063.2025","url":null,"abstract":"<p><p>Collaborative Learning and Soft Skills Seminar (CLASS) is an innovative pedagogical method for assessing large groups of students within the constraints of a short semester. In this approach, students are organized into teams of four, collaboratively selecting a subject-related topic. Each team delivers a 20-min presentation with 20 slides, with every student contributing a 4- to 5-min segment. The order of presentation is determined randomly and finalized by the instructor at the time of the presentation, introducing an element of spontaneity. Constructive feedback is provided post presentation to each student, ensuring both academic evaluation and soft skills development. This method fosters essential skills such as time management, teamwork, creativity in presentation slide design, and situational adaptability.<b>NEW & NOTEWORTHY</b> The CLASS (Collaborative Learning and Soft Skills Seminar) method is a structured way to assess students in large classrooms while improving teamwork and communication. Students work in teams, choose a topic, and give presentations in a randomly assigned speaking order. This approach helps develop confidence, time management, and creativity. It also allows teachers to assess both knowledge and soft skills. CLASS enhances student engagement and equips them for twenty-first century skills essential for future careers.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"924-928"},"PeriodicalIF":1.7,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144977419","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":"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}