Advances in Physiology Education最新文献

{"title":"Advancing the Teaching of Equilibrium Potential: Five Small Yet Transformative Additions.","authors":"Felipe Guerrero, Serena Y Kuang","doi":"10.1152/advan.00208.2024","DOIUrl":"https://doi.org/10.1152/advan.00208.2024","url":null,"abstract":"<p><p>The equilibrium potential of an ion species is a crucial concept for medical students, as it is a prerequisite to fully understanding the pathophysiology of K⁺ imbalances (hyperkalemia and hypokalemia) in clinical practice. However, it remains a challenging concept because current medical physiology textbooks are too simplistic and overlook several essential points. In this article, we present a total of five small but impactful additions to advance the introduction of the equilibrium potential that will eliminate confusion and facilitate mastery-level comprehension.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2024-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142883555","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":"Student Perceptions of the Usefulness of Core Concepts When Reasoning in Physiology.","authors":"Elijah J Cole, Jennifer H Doherty","doi":"10.1152/advan.00198.2024","DOIUrl":"https://doi.org/10.1152/advan.00198.2024","url":null,"abstract":"<p><p>Research shows that when students use core concepts to guide their reasoning, they are able to construct more accurate, mechanistic explanations. However, there is scant research exploring student's perceptions of the usefulness of core concepts. Knowing students' perceptions could be influential in encouraging faculty to adopt core concept teaching strategies. In this study, we investigated how students perceive the usefulness of using the physiology core concepts to guide their reasoning. We collected the perceptions of undergraduate science majors who had completed Introductory Biology II, taught using a subset of physiology core concepts. Eleven student volunteers were interviewed using a semi-structured protocol, and 22 students provided end-of-semester reflections. Using a constant comparative method, we identified four emergent themes in students' perceptions: core concepts guide reasoning, core concepts support reasoning and learning across topics and disciplines, core concepts build self-efficacy in reasoning, and drawn core concept tools visualize reasoning. These findings suggest that core concepts, when used as tools to reason with, help students explain rather than memorize physiological phenomena, thus supporting deeper learning and transfer of knowledge to novel contexts. We also found that drawn scaffolding tools play a critical role in helping students organize their thinking, making abstract systems more approachable and supporting mechanistic reasoning. This study is the first qualitative analysis examining students' perceptions of the role core concepts of physiology play in their learning and reasoning processes.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2024-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142856065","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":"Optimising Assessment Workload And Student Experience; A Quantitative And Qualitative Analysis Of An Undergraduate Subject Restructure.","authors":"Giselle Larissa Allsopp, Sarah Elizabeth Wooding, Jan Maree West, Anne Isabella Turner","doi":"10.1152/advan.00095.2024","DOIUrl":"https://doi.org/10.1152/advan.00095.2024","url":null,"abstract":"<p><p>Optimising the workload of university students is important for their academic performance and student experience. Large perceived workloads are associated with poorer academic performance and lower student satisfaction in university students. In response to student feedback in 2021, we redesigned a second-year undergraduate physiology subject in order to optimise workload and improve student experience. The practical assessments (contributing 50% of the subject grade) were consolidated from five small reports to two more comprehensive reports. The new subject design resulted in a 3.85% reduction in practical assessment marks (p<0.05), although students maintained their academic performance in the end of trimester quiz. Upon reflection, the new practical assessments may have been more challenging for students and more discriminating of academic performance, as they required greater levels of critical thinking and more in-depth discussion of complex physiological concepts. Student satisfaction was reduced following the first iteration of the new subject design, but with additional assessment support for students by academic staff in 2022, the student experience ratings were no longer below expected values. In summary, consolidating the number of practical assessments was predicted to foster deeper learning of physiological concepts. However, to successfully achieve this, support from academic staff appears to be an essential factor to foster a positive student experience.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2024-12-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142808601","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":"Heartwheels! STEM Mobile Outreach Program.","authors":"Gretel Monreal, Steven C Koenig","doi":"10.1152/advan.00150.2024","DOIUrl":"https://doi.org/10.1152/advan.00150.2024","url":null,"abstract":"<p><p>Heartwheels! STEM Mobile Outreach is a scientist-led collaborative, innovative, and reproducible experiential educational program and mobile lab developed to engage people young and old in the cardiovascular sciences, improve health literacy and awareness of heart-healthy living, and spark curiosity in the science, technology, engineering, and mathematics (STEM) fields. Applied hands-on interactive activities at Heartwheels! events include heart dissection, cardiovascular physiology, and mock flow loops (science), medical devices (technology), instrumentation and sensors (engineering), and calibration and validation methods and models (math). These modules are complementary to school activities and are particularly successful from an educational standpoint because they are fun, interactive, engaging, voluntary, open-ended, not graded or assessed, and can lead participants and their families to develop STEM-positive identities. Primary learning objectives include a broad understanding of cardiovascular anatomy and physiology, advanced technologies and emerging medical devices, the benefits of a heart healthy lifestyle, and to stimulate interest, to build self-confidence, and to help participants envision themselves participating in and making potentially significant contributions to STEM fields. To date, 10,284 attendees of all ages and backgrounds have participated in 47 Heartwheels! events. Excellent programmatic ratings (1-5 scale; 1=poor, 5=excellent), including 91.7% participants self-reporting that it was a fun educational experience and 93.1% reporting that they learned new things, with complimentary verbal and open-ended written feedback, demonstrate the significant impact and value that Heartwheels! and hands-on experiential educational events contribute to our diverse, resource limited, and underserved communities.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2024-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142803263","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Enhancing Student Learning with Flipped Teaching and Retrieval Practice Integration.","authors":"Chaya Gopalan","doi":"10.1152/advan.00080.2024","DOIUrl":"https://doi.org/10.1152/advan.00080.2024","url":null,"abstract":"<p><p>Flipped teaching (FT) is an instructional approach centered around students, displacing traditional lectures from the classroom to make room for active learning. Retrieval practice can enhance content recall. This study investigated the effectiveness of lecture-style teaching (TT), FT, and a combination of retrieval practice with FT (FTR) in a physiology course over four consecutive semesters. Student performance in the FT (92.78p±3.93) and FTR (92.98p±3.73) methods surpassed that of the TT method (89.28p±4.67); p<0.01), with a notable correlation between science grade point averages and the instructional methods employed (p<0.01). Analysis of the impact of teaching methods on different segments of the class revealed higher scores for both upper and lower halves in the FT (95.78p±1.85 Upper; 89.52p±2.79 Lower) and FTR (95.95p±1.48 Upper; 89.89p±2.68 Lower) compared to the TT group (92.44p±1.76 Upper; 85.85p±4.43 Lower; p<0.0001). The gender-based evaluation indicated similar performance between male and female students across the teaching methods tested. Although survey data suggested a preference for TT (100%) over FT (58%) or FTR (85%), student performance contradicted this preference. These findings underscore the effectiveness of FT and FTR methods compared to traditional instructional modalities, with male and female students responding similarly to the teaching approaches. Despite student preferences favoring TT, actual performance indicates that FT and FTR methods enhance student learning outcomes.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2024-12-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142787734","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 toolbox of strategies to improve test-taking skills: a comparison of student perceptions.","authors":"Cynthia J Metz, Michael J Metz, Jeff C Falcone","doi":"10.1152/advan.00067.2024","DOIUrl":"10.1152/advan.00067.2024","url":null,"abstract":"<p><p>Changes in the national examination structures have renewed interest in the development of test-taking strategies for professional students in the health sciences. It is often assumed that these high-achieving students have developed proficient test-taking skills and abilities before admittance. However, the assessments in these programs and for national licensure require an elevated level of reasoning and integration with clinical concepts. It was hypothesized that the implementation of an immersive test-taking strategies program would improve dental student perceptions of their abilities. A \"toolbox\" of four methods was implemented, which included <i>1</i>) an introductory video that provided students with 10 tips for approaching high-level exam questions; <i>2</i>) problem solution videos interspersed with class practice problems to walk students independently through rationales; <i>3</i>) collaborative group assessments in which students implemented the strategies in teams to prepare for exams; and <i>4</i>) unit exam debriefings to review the question rationales. Although all methods were positively reviewed on surveys, students indicated that the problem solution videos and the collaborative group assessments were more helpful and improved their test-taking skills significantly more than the other strategies (<i>P</i> < 0.01, 1-way ANOVA and Bonferroni post hoc test). Students felt they had developed strong test-taking strategies (average of 4.21 on a 5-point scale, SD 0.76) and felt more prepared for the Integrated National Board Dental Examination (4.48, SD 0.66). These results suggest that a multipronged approach with frequent opportunities to practice test-taking strategies can improve student perceptions of their ability to master high-level and integrated assessment questions.<b>NEW & NOTEWORTHY</b> Professional students in the health sciences may need to improve their test-taking skills for high-level and integrated assessments. A toolbox of strategies was implemented in a Dental Physiology course that included an introductory video, problem solution videos for practice problems, collaborative group assessments, and unit exam debriefings. The students reported that the strategies were helpful, improving their preparation and test-taking strategies for summative exams such as the Integrated National Board Dental Examination.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"824-832"},"PeriodicalIF":1.7,"publicationDate":"2024-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142114485","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":"\"All of us are capable, and all of us can be scientists.\" The impact of Scientist Spotlight assignments with undergraduates in physiology courses.","authors":"Dax Ovid, Ashley Rose Acosta-Parra, Arsema Alemayehu, Jacob Francisco Gomez, Dathan Tran, Brie Tripp","doi":"10.1152/advan.00116.2024","DOIUrl":"10.1152/advan.00116.2024","url":null,"abstract":"<p><p>To advance ongoing efforts to diversify the healthcare field and promote inclusion in physiology education, the present study investigates the potential for an evidence-based intervention, Scientist Spotlight assignments, to highlight counterstereotypical representations of scientists in the context of majors and nonmajors physiology courses. Undergraduate students at an emerging Hispanic serving R1 institution completed six Scientist Spotlights assignments in their physiology courses. We conducted semistructured interviews and disseminated an established pre- and postsurvey protocol at the beginning and end of the courses. Our findings from interviews with 31 students from a range of marginalized backgrounds revealed that <i>1</i>) the biographical information about counterstereotypical scientists deeply resonated with students by humanizing science, <i>2</i>) the instructor's implementation of the assignments made a meaningful difference in their feelings of inclusion, and <i>3</i>) the assignments supported students' beliefs about their content learning and understanding of physiological concepts. The results from the survey showed that regardless of being in a major (<i>n</i> = 159) or nonmajor (<i>n</i> = 117) course, students from a range of demographic groups can and do significantly shift in their relatability to and descriptions of scientists. We highlight implications for inclusive curricula like Scientist Spotlights for addressing the issue of representation in physiology textbooks, curriculum, and healthcare fields at large.<b>NEW & NOTEWORTHY</b> Scientist Spotlights significantly enhance undergraduate students' feelings of inclusion and learning in undergraduate physiology courses at an emerging Hispanic-serving institution. By engaging with assignments featuring counterstereotypical scientists, students in both majors and nonmajors physiology courses shifted in their relatability to and descriptions of scientists. These results suggest that an inclusive curriculum, combined with supportive instructor practices, can positively impact student success and representation in physiology education.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"770-783"},"PeriodicalIF":1.7,"publicationDate":"2024-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141908248","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":"Students respond positively to an instructor collecting and sharing aggregated class demographic data from a survey in a high-enrollment physiology course.","authors":"Baylee A Edwards, Jude Kolodisner, Jacob P Youngblood, Katelyn M Cooper, Sara E Brownell","doi":"10.1152/advan.00126.2024","DOIUrl":"10.1152/advan.00126.2024","url":null,"abstract":"<p><p>The impersonal nature of high-enrollment science courses makes it difficult to build student-instructor relationships, which can negatively impact student learning and engagement, especially for members of marginalized groups. In this study, we explored whether an instructor collecting and sharing aggregated student demographics could positively impact student-instructor relationships. We surveyed students in a high-enrollment physiology course about their perceptions of their instructor <i>1</i>) distributing a demographic survey, and <i>2</i>) sharing aggregated survey results in class. We found that 72% of students appreciated the demographic survey, and 91% thought it helped their instructor get to know them. Further, 73% of students expressed that the instructor sharing aggregated demographic data in class positively impacted their overall course experience, and over 90% thought both the collection and sharing of demographic data were appropriate. Most students felt both parts of the intervention increased their sense of belonging in class, increased how connected they felt to their instructor, and made their instructor seem more approachable and inclusive, although the intervention also made some students feel more different from their peers. Women and nonbinary students felt the demographic survey increased instructor approachability more than men, and liberal students felt the survey increased instructor approachability more than nonliberal students. Compared to men, women and nonbinary students were more likely to report that taking the survey increased instructor inclusivity and made them feel less different from their peers. Based on these results, collecting student demographic information and sharing it in aggregate may be a practical, effective way to enhance student-instructor relationships.<b>NEW & NOTEWORTHY</b> This study examined undergraduate student perceptions of a high-enrollment physiology instructor collecting student demographics and sharing aggregated results to promote course inclusion. Most students perceived the collection and sharing positively, with women and nonbinary students, as well as liberal students, perceiving greater benefits from the data collection than their counterparts. Our results indicate that collecting and sharing in aggregate student demographics may be an effective way to enhance student-instructor relationships in high-enrollment science courses.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"836-856"},"PeriodicalIF":1.7,"publicationDate":"2024-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142114496","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 primer: peer review process for <i>Advances in Physiology Education</i>.","authors":"Thad E Wilson, Lisa M Harrison-Bernard","doi":"10.1152/advan.00127.2024","DOIUrl":"10.1152/advan.00127.2024","url":null,"abstract":"<p><p>The dissemination of discipline-focused educational scholarship advances theory and stimulates pedagogical application. The aim of <i>Advances in Physiology Education</i> is to publish manuscripts that advance knowledge and inform educators in the field. This primer is tailored for individuals new to manuscript reviewing, early in their careers, or experienced in reviewing research but not educational manuscripts. Peer reviewing for basic and applied science is akin to evaluating research questions and rigor in teaching and learning studies, with differences in approach and analysis similar to those between biophysics and molecular physiology or cell and integrated physiology. Our purpose is to provide an overview of the review process and expectations. The submission and peer review process involves several steps: authors submit a manuscript and the Editor assigns an Associate Editor, who then assigns peer Reviewers. Reviewers are contacted via email and can accept or decline the invitation. Reviewers evaluate the work's strengths and weaknesses and then independently submit comments and recommendations to the Associate Editor. After review, the Associate Editor collects and weighs Reviewers' comments, sometimes garners additional reviews and input, to make a recommendation to the Editor. The Editor reviews the process, comments, and recommendations to render a final decision. Both authors and Reviewers receive an email with the decision. The editorial staff assists with communication and helps track the overall process. Peer review is integral to scientific publishing, ensuring quality and rigor, and reviewing is both a privilege and a responsibility of all in the scientific community.<b>NEW & NOTEWORTHY</b> This mini-review offers a comprehensive and current overview of the peer review process and the qualifications required to serve as a journal reviewer for <i>Advances in Physiology Education</i>. The guidelines are specifically designed for early career professionals new to manuscript reviewing, as well as seasoned research manuscript reviewers who are new to educational manuscript evaluation. Peer review is a cornerstone of scientific publishing, ensuring both quality and rigor. It is both a privilege and a responsibility for all members of the scientific community.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"932-935"},"PeriodicalIF":1.7,"publicationDate":"2024-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142141689","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 workshop to enrich physiological understanding through hands-on learning about mitochondria-endoplasmic reticulum contact sites.","authors":"Zer Vue, Chia Vang, Celestine N Wanjalla, Andrea G Marshall, Kit Neikirk, Dominique Stephens, Sulema Perales, Edgar Garza-Lopez, Heather K Beasley, Annet Kirabo, Yelena Janumyan Doe, Desmond Campbell, Letimicia Fears, Ahmad Alghanem, Estevão Scudese, Beverly Owens, Derrick J Morton, Clintoria R Williams, Zachary Conley, Hinton Antentor","doi":"10.1152/advan.00271.2023","DOIUrl":"10.1152/advan.00271.2023","url":null,"abstract":"<p><p>Physiology is an important field for students to gain a better understanding of biological mechanisms. Yet, many students often find it difficult to learn from lectures, resulting in poor retention. Here, we utilize a learning workshop model to teach students at different levels ranging from middle school to undergraduate. We specifically designed a workshop to teach students about mitochondria<b>-</b>endoplasmic reticulum contact (MERC) sites. The workshop was implemented for middle school students in a laboratory setting that incorporated a pretest to gauge prior knowledge, instructional time, hands-on activities, interactive learning from experts, and a posttest. We observed that the students remained engaged during the session of interactive methods, teamed with their peers to complete tasks, and delighted in the experience. Implications for the design of future physiological workshops are further offered.<b>NEW & NOTEWORTHY</b> This manuscript offers a design for a workshop that utilizes blended learning to engage middle school, high school, and undergraduate students while teaching them about mitochondria-endoplasmic reticulum contact sites.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"808-817"},"PeriodicalIF":1.7,"publicationDate":"2024-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142141690","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}