Advances in Physiology Education最新文献

{"title":"Who will teach physiology? The growing shortage of physiology generalists.","authors":"Erica A Wehrwein","doi":"10.1152/advan.00321.2025","DOIUrl":"10.1152/advan.00321.2025","url":null,"abstract":"<p><p><b>NEW & NOTEWORTHY</b> Physiology is foundational to medicine, yet the workforce of broadly trained physiology generalists is shrinking. As funding priorities favor molecular specialization, fewer graduate programs provide rigorous systems-level training for future educators. The result is a growing national shortage of qualified instructors across colleges, universities, and medical schools-paralleling earlier contractions in anatomy education. This editorial calls for coordinated action to rebuild integrative physiology training pathways and restore balance between discovery and education, safeguarding health professions training and public trust.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"361-362"},"PeriodicalIF":1.7,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146202934","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":"Nonhuman questions are underutilized tools in assessing higher-order cognitive skills in human physiology.","authors":"Usha Sankar, Erik P Silldorff, Crystal Uminski, Gregory J Crowther","doi":"10.1152/advan.00110.2025","DOIUrl":"10.1152/advan.00110.2025","url":null,"abstract":"<p><p>Since most physiology core concepts are equally applicable to humans and other multicellular organisms, human physiology instructors may reasonably wonder whether consistent use of nonhuman assessment questions would enhance students' understanding of human biology, perhaps by offering novel contexts that demand application of human physiology concepts. In this study, we explore this by comparing two types of assessments: test banks from human physiology textbooks and vetted assessments prioritizing physiology core concept knowledge. We checked for nonhuman questions and further categorized each nonhuman example as having No Analogy or Perfect Analogy or Uncertain Analogy to humans, with the latter having potential for assessment of higher-order cognitive skills (HOCS). We found that of nearly 14,000 test bank questions from 6 different human physiology textbooks, only 53 concerned nonhumans, and only 6 of those were judged to be Uncertain Analogy. Practice Medical College Admission Test (MCAT) exams and physiology concept inventories included nonhuman questions at rates ranging from 11% to 80%. We further classified the nonhuman questions (<i>n</i> = 164) from all sources as assessing lower-order cognitive skills (LOCS) or HOCS and found that on average the Uncertain Analogy bin (<i>n</i> = 67) had the highest average percentage of HOCS questions at 61.6%. Our data suggest a mismatch between the potentially high value of nonhuman questions for HOCS development and their rarity in test banks, and we recommend greater inclusion of nonhuman questions in test banks. For instructors interested in using nonhuman examples in assessments, Test Question Templates (TQTs), which help generate questions based on lesson learning objectives, may be useful.<b>NEW & NOTEWORTHY</b> This study analyzed human physiology textbook test banks and vetted physiology assessments for nonhuman questions that might challenge students to apply human physiology concepts in novel scenarios. We found that test banks had a far lower proportion of nonhuman questions compared with Medical College Admission Test (MCAT) practice tests and physiology concept inventories. We recommend nonhuman questions in human physiology assessments to enhance higher-order cognition about physiology core concepts and recommend using TQTs to generate such novel questions.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"545-554"},"PeriodicalIF":1.7,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147582757","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":"Exploring physiology's past to inspire learning: an engaging undergraduate experience at the University of La Réunion.","authors":"M Faadiel Essop, Emmanuel Bourdon","doi":"10.1152/advan.00255.2025","DOIUrl":"10.1152/advan.00255.2025","url":null,"abstract":"<p><p>First-year university students studying medicine and health sciences must acquire and assimilate significant amounts of physiological knowledge, which can result in tedious, passive rote learning. To address such notions and enhance student engagement and interest, we included examples and highlighted luminaries involved in major research and advances in endocrinology within the endocrinology component of a compulsory pathophysiology course in a medical and health sciences program [University of La Réunion (France)]. This intervention focused on the historical discovery of key hormones (secretin and incretins), spanning the discovery of secretin during the early twentieth century up to the role of incretins nearly a century later. Here, we included physiologist Ernest Henry Starling's experimental setup that led to the discovery of secretin, as well as original figures from his article. Moreover, we discussed the various research stages from the discovery of secretin to incretins by including examples of eminent scientists who contributed to these major advances. Students were required to complete preclass readings that included historical elements and completed online questionnaires before attending endocrinology lectures. They could also pose questions on a dedicated online forum. The formal lectures provided an opportunity to further discuss questions posed on the online forum, to provide feedback on incorrectly answered questions, and to address questions posed by students present in classes. Our educational intervention was well received by the students as it contributed to the development of their general scientific literacy and enhanced their understanding of potential career pathways in health-related science and research.<b>NEW & NOTEWORTHY</b> First-year university students must acquire a large amount of information and concepts about the principles of physiology and may find themselves unaware of the underlying discoveries and scholarship that contributed to such knowledge. We recently included historical elements in our classes for first-year medical and health physiology students by highlighting examples of experiments and the contributions of luminaries involved in major research and advances in endocrinology.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"490-497"},"PeriodicalIF":1.7,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147582529","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":"Mutual gains: nonpresenting undergraduate attendance at regional scientific meetings benefits students and scientific societies.","authors":"Alex M Champagne, Sabrina E Dunning, Maryam H Mahmoud, Elissa T Fisher, Sara N Shah, Heidi E Walsh","doi":"10.1152/advan.00213.2025","DOIUrl":"10.1152/advan.00213.2025","url":null,"abstract":"<p><p>Participation in scientific meetings confers many benefits to undergraduate students and promotes their success and retention in science. However, the cost and time required to attend a scientific meeting is often prohibitive for students, and university funding is often restricted to students presenting research. Small regional scientific meetings offer an opportunity to promote nonpresenting undergraduate attendance because of their reduced registration fees and travel time, but the benefits of attending regional scientific meetings have not been extensively studied. We recruited 45 nonpresenting undergraduate students to attend the annual meeting of the Indiana Physiological Society and provided students with pre- and postmeeting surveys measuring self-perceptions of their professional abilities, sense of belonging in science, confidence in their degree program and career pathway, and reflections on the conference experience. Additionally, because nonpresenting undergraduates made up nearly half of all meeting attendees, we surveyed other meeting attendees to assess the impact of these students on the meeting environment. After attending the meeting, students reported increased confidence talking to other scientists and presenting future research, a greater sense of belonging within the scientific community, more interest in pursuing research after graduation, and increased enthusiasm to attend future meetings. Other meeting attendees felt that the nonpresenting undergraduates had a positive impact on the meeting and enhanced the environment for student presenters. Our results suggest that the attendance of nonpresenting undergraduates at small regional scientific meetings provides mutual benefits to students, universities, and regional scientific societies.<b>NEW & NOTEWORTHY</b> Small regional scientific meetings confer many of the same benefits to nonpresenting undergraduates as large national meetings and regional societies can mutually benefit from the attendance of large numbers of nonpresenting undergraduates.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"352-360"},"PeriodicalIF":1.7,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146144352","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The 11th IUPS Workshop for Physiology Education: \"Towards a new global horizon in the teaching of Physiology,\" Löwenstein, Germany, September 14-16, 2025.","authors":"Dee U Silverthorn, Robert G Carroll, Fernanda Klein Marcondes, Rudolf Schubert, Muhammad Irfannuddin, Trevor T Nyakudya, Katrin Schröder, Etain A Tansey","doi":"10.1152/advan.00300.2025","DOIUrl":"10.1152/advan.00300.2025","url":null,"abstract":"","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"335-337"},"PeriodicalIF":1.7,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146094839","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":"Why are some muscles striated? A structural mechanism that amplifies shortening velocity.","authors":"Scott Medler","doi":"10.1152/advan.00260.2025","DOIUrl":"10.1152/advan.00260.2025","url":null,"abstract":"<p><p>Physiology textbooks consistently describe how the repeating sarcomeric organization of vertebrate skeletal and cardiac muscle generates a striated appearance. Unfortunately, very few texts discuss the common functional role of this sarcomeric organization. Briefly, the repeating sarcomeres in striated muscles provide a mechanism to amplify the nanometer-scale steps of myosin cross bridges into the dynamic large-scale movements embodied by diverse animals; that is, the sarcomeres contracting in unison dramatically expand the speed of muscle shortening. This functional role was recognized by the proponents of the sliding filament theory in the mid-1950s. Striated muscles are found not only in vertebrate skeletal and cardiac muscles but are also used to power movement in animals as disparate as jellyfish, clams, swimming crabs, and flying insects. Historically, several different invertebrate muscles have been studied in great detail. Recent studies based on whole sequenced genomes and transcriptome sequencing are providing new evidence that striated muscles evolved at the dawn of animal life. Although there is a deep evolutionary divergence of striated and smooth muscle myosins, striated muscles have likely arisen multiple times through convergent evolution. Several well-studied examples of these striated muscles from diverse animals are discussed to illustrate their common functional roles. The central thesis presented here is that striations provide a structural mechanism to amplify the speed of muscle shortening. Comprehending this principle is foundational to the teaching of basic muscle structure and function relationships.<b>NEW & NOTEWORTHY</b> Although physiology educators recognize that skeletal and cardiac muscles are striated, few physiology texts explain the functional role of these striations. The repeated sarcomeres that form striations in these muscles provide a mechanism to amplify the speed of shortening. The striated muscles observed in vertebrate animals are but one example of a more general pattern. The current paper explores the evolutionary origins of striated muscles and presents examples of these muscles from diverse animals.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"433-446"},"PeriodicalIF":1.7,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147460805","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 for aerobic capacity and key components of distance running performance.","authors":"John J Durocher, Deepanshi Dahiya","doi":"10.1152/advan.00206.2025","DOIUrl":"10.1152/advan.00206.2025","url":null,"abstract":"<p><p>It can be difficult for some students to comprehend maximal aerobic capacity (V̇o_2max) and endurance performance. We present a project-based learning example used in our advanced human physiology course. This project is based largely on a seminal paper but utilizes chapters from the course textbook and additional peer-reviewed studies. After we cover background information on topics such as muscle physiology, metabolic pathways, expired air analysis, V̇o_2max, and lactate threshold, students join one of three groups to prepare and deliver presentations. Those topics and groups are based on <i>1</i>) history of V̇o_2max, <i>2</i>) rate limiters of V̇o_2max, and <i>3</i>) additional determinants of endurance performance. The instructor covered topics from the textbook on sports physiology including oxygen uptake at the onset, during, and after exercise. The course instructor also provided a brief review of sport-specific V̇o_2max and lactate threshold testing in hockey players. Students in the class agreed to hold one class period in the laboratory for direct use of expired air analysis. The lab emphasized the relationship between intensity and carbohydrate versus fat utilization. During the project presentations in the final week of class, <i>group 1</i> summarized key points such as the use of a Douglas bag and the difference between V̇o_2max and V̇o_2peak, while <i>group 2</i> summarized central (e.g., cardiac output) versus peripheral (e.g., muscle mitochondria) limitations, and <i>group 3</i> summarized other key factors for endurance performance such as lactate threshold and running economy. This project-based assignment was an excellent way for students to better comprehend V̇o_2max and endurance performance.<b>NEW & NOTEWORTHY</b> This project-based assignment provided students a unique way to comprehend human metabolism, cardiorespiratory and muscle physiology, and applied exercise science concepts such as maximal aerobic capacity (V̇o_2max), lactate threshold, and running economy. Topics covered during this assignment are important for health, performance, and longevity. Students were excellent at working in small groups, basing presentations on peer-reviewed literature, and applying their communication skills. Students strongly agreed with \"teaching methods\" and scored well on final exam questions related to the project.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"484-489"},"PeriodicalIF":1.7,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147582792","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":"Medical students' perceptions of the use of generative artificial intelligence as an assessment strategy in physiology.","authors":"Luis Henrique Montrezor, Camila Linhares Taxini","doi":"10.1152/advan.00318.2025","DOIUrl":"10.1152/advan.00318.2025","url":null,"abstract":"<p><p>Generative artificial intelligence (AI) is increasingly embedded in higher education; however, its pedagogical role in assessment within medical education remains insufficiently characterized. This study analyzed medical students' perceptions of using generative AI as a formative assessment strategy in a physiology course. First-year medical students enrolled in Physiology and Biophysics II at a Brazilian medical school participated during the 2023 and 2024 academic years (<i>n</i> = 156). In 2023 the activity was completed individually, whereas in 2024 it was conducted in small groups. Students used ChatGPT to generate concise, topic-focused texts based on self-constructed prompts and subsequently evaluated and, when appropriate, revised the AI-generated content. Perceptions were assessed with a structured questionnaire followed by guided feedback discussions. Students consistently described the activity as challenging, engaging, and educationally valuable. Prompt construction emerged as the most demanding component, underscoring the importance of aligning prompts with learning objectives. Participants also emphasized the need for critical appraisal of AI-generated outputs, identifying conceptual gaps and inaccuracies that required correction. Group-based activities were perceived as particularly beneficial for discussion and collaborative learning. Overall, the findings highlight the importance of explicit instructional guidance when integrating generative AI into assessment, emphasizing prompt design, critical reasoning, ethical use, and learner autonomy. When thoughtfully implemented, generative AI may serve as a catalyst for meaningful learning in physiology education rather than a shortcut to answers.<b>NEW & NOTEWORTHY</b> The availability of generative artificial intelligence tools is rapidly expanding across society, including higher education. New platforms and updates emerge at an unprecedented pace. Faculty must develop competencies to guide students in effective and ethical use across academic activities. As change accelerates, educators must continually refine their knowledge to ensure that technological adoption supports meaningful learning rather than superficial engagement in contemporary physiology education and assessment, thereby informing responsible curricular innovation worldwide.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"462-466"},"PeriodicalIF":1.7,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147582559","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":"Understanding content decision-making: a qualitative phenomenological study of Texas undergraduate anatomy and anatomy and physiology instructors.","authors":"Kelley B Cooper","doi":"10.1152/advan.00307.2025","DOIUrl":"10.1152/advan.00307.2025","url":null,"abstract":"<p><p>Anatomy and anatomy and physiology (A&P) courses are crucial to prepare quality health care professionals. Considerable research has focused on graduate-level anatomy education, with fewer studies examining course content development and topic emphasis in undergraduate anatomy and A&P courses. This study addresses this population gap in the anatomy and A&P education literature. Eight anatomy and A&P instructors with and without clinical health care experience at Texas higher education institutions were asked questions to determine the extent to which they considered student, course, instructor, and institutional factors when determining essential course content. Participants were also asked to share the topics they perceived as most important in their anatomy or A&P courses. Thematic analysis of interview and focus group transcripts revealed that students' educational and career preparation was the most common code among the various potential factors affecting instructors' content and topic emphasis decisions. Moreover, many participants described the role of collaborating with colleagues when deciding on course content to emphasize or revise. Time constraints and resource availability were the most common codes associated with instructors at 2- and 4-yr institutions, respectively. Many instructors described the concept of homeostasis and the emphasis on clinical relevance of anatomical and physiological systems as being the most important topics in their courses. This backward design curriculum development approach is reflected in the frequent finding that participants consider their learners' future needs and emphasize clinically relevant concepts. Future studies should explore how collaboration among colleagues affects students' future academic performance, course content consistency, and career preparedness.<b>NEW & NOTEWORTHY</b> This study was a qualitative evaluation of the factors influencing how undergraduate anatomy and anatomy and physiology (A&P) instructors choose and prioritize content taught to students.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"525-539"},"PeriodicalIF":1.7,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147582858","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The teaching design of integrating scientific research into the pathophysiology experimental course.","authors":"Xin Li, Ningxia Zhu, Rong Li, Li Li, Huiling Lu, Mengwei Song, Weiyong Liao, Jing Tian, Jian Chen, Xiaoyun Zeng","doi":"10.1152/advan.00099.2025","DOIUrl":"10.1152/advan.00099.2025","url":null,"abstract":"<p><p>The conventional experimental methods can no longer satisfy the requirements of modern higher education in medical sciences. As a result, the integration of scientific research into experimental curricula has become more common in medical education in China. However, the teaching efficacy of integrating scientific research into experimental curricula in local medical universities remains unclear. This study investigated the educational impact of the integrated course model at the School of Basic Medical Sciences, Guilin Medical University. A total of 70 students (2019 cohort) were enrolled in a scientific research-based pathophysiology course, with 77 students (2020 cohort) taking conventional experiments as the control group. Besides regular experiments, this course guided students to conduct a scientific research project on \"acute alcoholic liver injury,\" which enabled them to gain a deep understanding of the principles of pathophysiology. Compared with the control group, the scientific research-based experiment improved students' performance in pathophysiology. Moreover, notable improvements were recorded in students' scientific literacy, self-learning ability, and teamwork proficiency. Notably, this scientific research-based course is highly appreciated by both students and teachers. Therefore, this innovative teaching model merits wider application in experimental teaching at local medical universities.<b>NEW & NOTEWORTHY</b> This study aimed to explore the educational impact of the integrated course model at the School of Basic Medical Sciences, Guilin Medical University. Notable improvements were recorded in students' scientific literacy, self-learning capability, problem-solving skills, teamwork proficiency, and English academic ability. As expected, this was highly appreciated by students and teachers. Therefore, this innovative teaching format merits wider application in experimental teaching at local medical universities.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"575-583"},"PeriodicalIF":1.7,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147655132","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}