Advances in Physiology Education最新文献

{"title":"Don't use Costanzo.","authors":"Linda S Costanzo","doi":"10.1152/advan.00150.2026","DOIUrl":"10.1152/advan.00150.2026","url":null,"abstract":"<p><p><b>NEW & NOTEWORTHY</b> A medical school faculty member deals with the blow dealt by a student's public, all-caps dismissal of her physiology textbook.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"1106-1109"},"PeriodicalIF":1.9,"publicationDate":"2026-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148800631","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":"ECGSight: a digital caliper application for teaching electrocardiogram interpretation in undergraduate medical education.","authors":"Himel Mondal, Shaikat Mondal, Abhimanyu Ganguly","doi":"10.1152/advan.00062.2026","DOIUrl":"10.1152/advan.00062.2026","url":null,"abstract":"<p><p>The interpretation of the electrocardiogram (ECG) is a core competency for medical students and is traditionally taught using paper ECG tracings and physical calipers. As clinical practice increasingly shifts toward digital ECG records, the use of physical calipers on computer screens has become impractical, often leading students to rely passively on automated machine-generated interpretations. To address this gap, we developed ECGSight, an open-source, interactive application built with R and Shiny. ECGSight functions as a digital caliper, enabling users to upload any ECG image, calibrate time and voltage scales, and measure ECG segments and intervals with an intuitive click-and-drag interface. The application provides instant measurements, automatically calculates heart rate and corrected QT (QTc) intervals, and supports active learning through hands-on digital ECG analysis. By facilitating accurate ECG measurement in a digital environment, ECGSight bridges the gap between traditional skill-based learning and contemporary electronic clinical workflows.<b>NEW & NOTEWORTHY</b> ECGSight is an open-source, interactive digital caliper application developed with R and Shiny for measuring ECG segments and intervals from digital ECG images. It restores active, measurement-based learning that is often lost when students rely on automated ECG interpretations on screens. By shifting ECG education from passive viewing to deliberate skill engagement, the tool helps students better understand ECG scaling, interval boundaries, and clinical variability in a digital environment.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"1235-1240"},"PeriodicalIF":1.9,"publicationDate":"2026-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149002652","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":"Participation in a medical academic Olympiad is associated with high intrinsic motivation and positive perceptions of academic outcomes.","authors":"Lorenzo Zanardo Lisboa, Luis Fernando Ferreira Cavalcante, Luana Perrone Camilo, Juliana Magdalon","doi":"10.1152/advan.00328.2025","DOIUrl":"10.1152/advan.00328.2025","url":null,"abstract":"<p><p>Academic and scientific Olympiads have been used as educational tools since the late nineteenth century, fostering students' interest, creativity, and critical thinking. However, their application in medical education remains limited. In this context, Brazilian medical students created the Medical Olympiad (OMED), a nationwide, student-led initiative designed to promote active and collaborative learning, foster clinical reasoning, and enhance academic engagement. Despite the long-standing use of Olympiads in basic education, their educational impact in medical school has been minimally investigated. This cross-sectional study evaluated the educational impact of OMED by examining its influence on participants' intrinsic motivation and their perceptions of its academic benefits. A structured questionnaire was administered to students after the first phase of the fourth edition of OMED (held in 2024) and completed by 677 participants. Participation was predominantly driven by intrinsic and other self-determined forms of motivation. Postevent assessments indicated that OMED has strong potential to promote the internalization of motivation and to enhance students' overall motivation to study. Participants also reported that the Olympiad supported knowledge acquisition and consolidation, self-assessment of strengths and weaknesses, and the development of clinical reasoning, suggesting that OMED effectively achieved its educational objectives.<b>NEW & NOTEWORTHY</b> This study provides the first empirical evaluation of a student-led medical Olympiad within undergraduate medical education. By analyzing responses from 677 participants, it demonstrates that such initiatives can foster intrinsic motivation and enhance academic outcomes. Although academic Olympiads are well established in basic education, their use and educational impact in medical training have been largely unexplored. These findings highlight the substantial educational potential of student-driven, competition-based learning environments in medical education.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"1117-1127"},"PeriodicalIF":1.9,"publicationDate":"2026-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148800796","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":"ChatGPT and academic integrity: a case study of assessment vulnerability in biological and environmental sciences.","authors":"Danielle Hinchcliffe, Chrysanthi Fergani, Susanne R K Zajitschek","doi":"10.1152/advan.00273.2025","DOIUrl":"10.1152/advan.00273.2025","url":null,"abstract":"<p><p>The rise of generative artificial intelligence (AI) has accelerated content creation across sectors, including education and academia. While these tools can streamline workflows and support learning, their use by students to complete assignments poses risks to academic integrity. This case study quantitatively evaluated the vulnerability of existing coursework assessments and exams to cheating using generative AI. Specifically, we compared ChatGPT-4's performance to student grades on 131 assessments from 40 modules in the School of Biological and Environmental Sciences at a UK University. ChatGPT excelled in \"exam-like\" assessments, including coursework-associated tests, exams (particularly those involving multiple choice), and, at some levels of study, in essay-style assessments. Conversely, AI performance and hence vulnerability were low on assessments requiring in-class data collection, collaboration, or the creation of reports, posters, or presentations. Overall, ChatGPT-produced work was often superficial and vague but better than expected, posing risks to assessing learning in all fields within the biological sciences, including physiology. While generative AI holds promise as a tool to help students understand, organize, and structure, it raises concerns around misuse. Designing creative, individualized tasks that require genuine intellectual engagement is essential, with greater emphasis on ethical conduct and the importance of integrity. Synthesizing information across multiple biological scales and applying clinical or experimental scenarios is recommended to develop higher-order physiological reasoning in students. Continuous, collaborative monitoring of generative AI performance on assessments should become part of routine assessment design and evaluation, given the continuous development and improvement of these tools. In cases where basic knowledge testing remains necessary, reversion to in-person examinations is recommended to replace online testing.<b>NEW & NOTEWORTHY</b> This study reveals that current assessments in biological and environmental sciences are highly vulnerable to generative artificial intelligence (AI) misuse, which threatens assessment validity. ChatGPT-4 either outperformed or approximated students in exam-style testing and on some essay assignments but struggled with tasks involving data collection, collaboration, and presentations. The authors recommend redesigning assessments to require deeper reasoning, ethical engagement, and clinical or experimental application, alongside ongoing monitoring of AI capabilities and increased use of in-person exams.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"1066-1074"},"PeriodicalIF":1.9,"publicationDate":"2026-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148406593","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":"Clerkship faculty perspectives on basic science integration during clinical training: implications for fourth-year physiology elective development.","authors":"Komal Marwaha, Ryan Cain, Katherine Asmis, Priya Harindranathan, Shakeel Ahmed","doi":"10.1152/advan.00291.2025","DOIUrl":"10.1152/advan.00291.2025","url":null,"abstract":"<p><p>The shortened preclerkship phase in integrated medical curricula has raised concerns about whether medical students retain and apply foundational basic science knowledge during clerkship. Yet few studies incorporate perspectives of clerkship faculty, who directly observe students' mechanistic reasoning and are well positioned to inform curricular interventions for vertical integration. This mixed-method study addresses that gap by conducting a clerkship faculty-centered needs assessment evaluating basic science integration, students' preparedness, and priorities for physiology-focused electives during clerkship. Faculty overwhelmingly affirmed the importance of basic science integration during clerkship (83%). However, fewer than half believed that the curriculum adequately achieves this. Whereas 71% reported opportunities to assess students' application of basic science knowledge during clerkship, only 53% felt that students possessed adequate baseline knowledge. These findings suggest that integration on the wards is opportunistic, completely dependent on individual faculty initiative or clinical encounter rather than deliberate curriculum design. Clerkship faculty identified renal/electrolyte physiology, pharmacology, and neuropsychiatric physiology as potential high-yield elective topics for the elective course. Additionally, 79% of faculty agreed that students would benefit from proposed fourth-year physiology electives, with the course on obesity pathophysiology receiving the highest number of first-choice rankings. Overall, the findings demonstrate a persistent gap in basic science integration during clerkship and support the development of a clerkship faculty-informed, need-based physiology elective to reinforce mechanistic understanding and enhance receptivity among clinical educators, who cite time constraints and dense curricular expectations as major barriers to basic science integration.<b>NEW & NOTEWORTHY</b> This study is among the few to use perspectives of clerkship faculty, those who directly observe students' clinical reasoning, to evaluate basic science preparedness and integration during clerkships. Faculty reported strong support for basic science relevance but identified gaps in its structured integration and in students' application of foundational knowledge. Findings highlight high-yield domains for reinforcement and demonstrate broad support for targeted fourth-year physiology electives, offering a data-driven model for strengthening vertical basic science integration.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"1085-1092"},"PeriodicalIF":1.9,"publicationDate":"2026-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148800536","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Goat rib bone marrow thick smear preparation as a low-cost, ethical, and high-utility laboratory exercise for teaching hematopoiesis.","authors":"Jeevitha Poorasamy, Uditi Gupta, Anant Kumar, Neena Sharma, Sunita Kumari, Megha Agrawal, Priyadharshini V, Suryadev Babruwahan Dudhewad","doi":"10.1152/advan.00038.2026","DOIUrl":"10.1152/advan.00038.2026","url":null,"abstract":"<p><p>The study of hematopoiesis is based on the understanding of precursor cell maturation through various lineage stages. The standard educational approach uses premade slides and digital images because of the limited availability of fresh bone marrow samples and the associated ethical constraints. This laboratory module presents an economical teaching method by using goat (<i>Capra aegagrus hircus</i>) rib marrow obtained from licensed slaughterhouses to demonstrate smear preparation and Romanowsky staining for hematopoietic precursor cell identification. The experimental approach was developed as a potential practical teaching activity for first-year medical students, in accordance with Competency Based Medical Education (CBME). Goat ribs (an animal by-product of meat consumption) obtained from a licensed meat shop were immediately transported to the laboratory and cleaned, and bone marrow was extracted, followed by thick and thin smear preparation, which was then fixed with chilled methanol, air-dried, and stained with Leishman and May-Grünwald-Giemsa (MGG) stains. The smear was examined under an oil-immersion microscope for identification of the blood cell lineages and determination of the myeloid-to-erythroid (M:E) ratio. The method for thick and thin smear preparation consistently produced samples that contained cells with intact morphology. The precursor cells could be identified based on their characteristic morphological features, and M:E ratio was calculated from the smears. The procedure was successfully repeated with consistent smear quality and cellular morphology, indicating that the technique is feasible and reproducible for incorporation into the proposed teaching model.<b>NEW & NOTEWORTHY</b> The present model introduces an active, hands-on learning approach that moves beyond passive slide-based instruction by directly engaging students in laboratory preparation and microscopic analysis. It establishes a sustainable, low-cost teaching resource for physiology laboratories while effectively bridging theoretical concepts of hematopoiesis with their clinical and morphological correlates. Importantly, the method is scalable and well suited for institutions with limited infrastructure, enabling authentic laboratory-based learning experiences without reliance on scarce human samples.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"1255-1264"},"PeriodicalIF":1.9,"publicationDate":"2026-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149065703","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Employing causality when teaching physiology: deriving the Wiggers diagram from scratch to build better student understanding of cardiac function.","authors":"E P Silldorff, G D Robinson","doi":"10.1152/advan.00011.2026","DOIUrl":"10.1152/advan.00011.2026","url":null,"abstract":"<p><p>We recently published two papers that collectively highlight the essential nature of causality in the development of higher-order cognitive skills (analysis and evaluation) during the teaching of physiology. Prediction, an ability derived from these skills, is the pinnacle of learning outcomes and depends upon comprehension of the biological, chemical, or physical causal links between events in physiological cascades. The challenge in creating essential cognitive frameworks is to effectively present complex topics as a series of linked causal events. Presented individually and as a logical unit, each event stays within working memory capacity, while the causal links connecting them provide the very framework students need to reason with the content rather than merely recall it. We have found that the difficulty in proposing such an approach is not in conveying the value of it but rather in expressing what that instruction looks like in practice. To complete our trilogy of papers, we here describe how we would develop such a logic-driven explanation using the classical Wiggers diagram, a complex summary of all cardiac electrical and mechanical activity during a single heartbeat. We derive every element of the graph, each from its prior stimulus, using cause-and-effect core principles such that students can cognitively follow a clear progression of falling biological \"dominoes.\" In this way, students will more fully understand the multifaceted Wiggers plot and realize that even the most challenging topics in physiology can be mastered via sound cause-and-effect reasoning.<b>NEW & NOTEWORTHY</b> Prediction in physiology is the pinnacle of learning outcomes and depends upon comprehension of the biological, chemical, or physical causal links between mechanistic events. The challenge of creating essential cognitive frameworks within which students can successfully think and reason in physiology is to present complex topics in small logical units that do not exceed the working memory capacity. Here we describe how we would develop a logic-driven explanation using the classical Wiggers diagram.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"1171-1184"},"PeriodicalIF":1.9,"publicationDate":"2026-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148800542","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Pulse of Surgery: an immersive educational operating room experience for the community.","authors":"Gretel Monreal, Steven C Koenig, Veronica J Greenwell, Mira G Johnson, Michael Norman, Mark S Slaughter","doi":"10.1152/advan.00156.2026","DOIUrl":"10.1152/advan.00156.2026","url":null,"abstract":"<p><p>Pulse of Surgery is an immersive educational initiative for the general public created in 2011 in partnership with the Department of Cardiovascular and Thoracic Surgery at the University of Louisville Jewish Hospital/UofL Health and the Kentucky Science Center (Louisville, KY). Pulse of Surgery integrates a livestreamed cardiac surgery complemented by real-time bidirectional engagement and discussions with the surgical team and fun hands-on complementary educational activities. The goal of this initiative is to create an innovative, accessible, and equitable platform that may support cardiovascular health awareness and scientific curiosity and help participants envision themselves participating in and making potentially significant contributions to the STEM and health care fields. To date, 33,962 participants have participated in 238 Pulse of Surgery events. Total program reach includes broad community audiences, whereas student survey data came from a small sampling of middle/high school attendees (<i>n</i> = 94 respondents from November 2025 to May 2026, 6th-12th grades). Enthusiastic programmatic ratings included 90% of survey respondents reporting that it was an excellent or good educational experience and 79% reporting that participating improved their understanding of healthy lifestyle choices. The objective of this article is to present a programmatic overview of Pulse of Surgery and summary of participant and teacher feedback, with the aims of sharing our experiences and providing a roadmap for others to reproduce a memorable and educational surgical experience for the public.<b>NEW & NOTEWORTHY</b> Pulse of Surgery is a unique immersive experiential initiative for students and community members that integrates a live cardiac surgery complemented by real-time bidirectional engagement and discussions with the surgical team and fun hands-on educational activities. Overarching goals are to promote the health care fields, educate participants in strategies for maintaining cardiovascular health, and inspire the next generations to consider a STEM or health care career.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"1159-1170"},"PeriodicalIF":1.9,"publicationDate":"2026-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148921742","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"JANATO: a comprehensive approach to exploring anatomy learning experiences and academic development in undergraduate and graduate education in Brazil.","authors":"Guilherme Lunardon, Guilherme Andrade Alves, Denival Nascimento Vieira-Júnior, Ana Paula Cremasco Takano","doi":"10.1152/advan.00314.2025","DOIUrl":"10.1152/advan.00314.2025","url":null,"abstract":"<p><p>Teaching and learning anatomy remain challenging in contemporary curricula, requiring strategies to strengthen anatomical knowledge of undergraduate and graduate students who may become educators in this field. A nondegree course combining theory, practice, clinical anatomy guest lectures, human tissue dissection, and research laboratory visits may stimulate academic-scientific pursuits. This study was designed to describe the Anatomy Journey (JANATO), developed by faculty and graduate students, and assesses participants' and organizers' perceptions of its contributions, strengths, and areas for improvement. Data were collected via postcourse questionnaires, and the organizing team also participated in a SWOT (strengths, weaknesses, opportunities, and threats) analysis using the World Cafe method. Quantitative data were analyzed descriptively, and qualitative responses underwent content analysis. Evaluations highlighted satisfaction with dissection (97%), prosections (93%), and applied anatomy sessions while also identifying needs for infrastructure, more flexible scheduling, and expanded pedagogical approaches. Despite these challenges, 97% of participants recommended the course. Approximately 90% of organizers reported academic and professional development, and 75% expressed improved presentation skills, though challenges such as limited institutional support and insufficient incentives were noted. Long-term follow-up revealed that 81.8% of former organizers agreed that the experience contributed to their current practice, and 87.3% now hold academic positions. Overall, JANATO successfully promoted anatomy education, professional skills, and academic collaboration. The findings point to improvements to enhance its pedagogical impact and accessibility in future editions. This model may guide the development of anatomy-focused and related life sciences programs aligned with evolving demands in training future clinicians and educators.<b>NEW & NOTEWORTHY</b> This study presents JANATO, an anatomy course integrating theory, applied anatomy, human tissue dissection, and research experiences to address persistent challenges in anatomy education. By combining participant evaluations with a SWOT (strengths, weaknesses, opportunities, and threats) analysis from organizers, the study offers a dual-perspective assessment. JANATO enhances learner engagement while supporting academic and professional development among organizers. The results identify actionable improvements and can serve as a model for anatomy and related disciplines for training future clinicians and educators.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"1224-1234"},"PeriodicalIF":1.9,"publicationDate":"2026-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148978010","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Project-based learning to promote multidisciplinary integration and transferable skills in undergraduate biology students.","authors":"Arnaud Labrousse, Charlène Martin, Elisa Soual, Olivier Joffre, Jenny Paupert, Valérie Pacquit, Estelle Espinos, Denis Hudrisier, Cécile Malnou, Bénédicte Buffin-Meyer","doi":"10.1152/advan.00112.2026","DOIUrl":"10.1152/advan.00112.2026","url":null,"abstract":"<p><p>The growing interdisciplinarity of biological research calls for pedagogical models that transcend disciplinary silos. Here we report the implementation of a 12-wk project-based learning course in the third year of a life sciences bachelor's program. The course aimed to foster multidisciplinary integration and develop transferable skills. A total of 675 students over 3 academic years engaged in thematic group projects linked to contemporary research topics. Students' perceptions were evaluated through anonymous word cloud activities and structured questionnaires administered at the beginning, middle, and end of the course, as well as via delayed surveys conducted 1 to 2 yr later. Results indicate strong short-term engagement and significant perceived gains in multidisciplinary skills, alongside transferable competencies including teamwork, organization and autonomy, bibliographic research, and scientific communication. Long-term feedback revealed more nuanced perceptions regarding explicit recognition of interdisciplinarity and skill transfer. By incorporating the proposed improvements, this course could serve as a ready-to-use model for undergraduate biology programs in other universities.<b>NEW & NOTEWORTHY</b> How can we break down disciplinary silos in biology? This study presents a project-based learning model implemented over 3 yr with 675 students. By exploring concrete and authentic research topics, students combine multidisciplinary investigation with the development of key transferable skills including teamwork, scientific communication, and autonomy. A practical guide to transforming biology education and better preparing future physiologists for interdisciplinary challenges.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"1241-1254"},"PeriodicalIF":1.9,"publicationDate":"2026-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149009362","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}