Advances in Physiology Education最新文献

{"title":"The chick embryo model as an educational tool to explore the effect of alcohol on cardiovascular development.","authors":"Declan McLaughlin, Aisling Keane, Joe Quinn, Nuala Tipping","doi":"10.1152/advan.00195.2024","DOIUrl":"10.1152/advan.00195.2024","url":null,"abstract":"<p><p>In development, the interrelationship between physiology and anatomy is challenging as learners must appreciate how physiological processes and anatomical structures change over time. In addition, the dynamic relationships between structure and function are often concealed largely due to the inaccessibility of the embryo in higher-order organisms. This makes it difficult for students to appreciate normal intricate balances or interpret the physiological consequences of developmental disruptions to normal embryological development. In this paper, the applicability of the chick embryo model for use in practical classes is explored as students can observe developmental processes firsthand within a controlled in ovo environment. Practical approaches involved in developing the chick embryo model are described and then expanded to demonstrate how the model can be utilized to showcase cardiovascular system development as an example. The model is further adapted to explore the effect of teratogenic disruptors such as ethanol on normal cardiovascular processes and highlights how prenatal alcohol exposure results in cardiovascular anomalies associated with fetal alcohol syndrome, such as septal defects and altered cardiac physiology. In class, students can directly observe chick development from 0 to 8 days postfertilization. Measurable outcomes, such as comparisons in septal thickness, are calculated, while questions and answers to stimulate student discussion around functional changes and the impact of maternal consumption of alcohol are provided as resource material. The method outlined uses relatively inexpensive materials and requires little space, making it a cost-effective educational tool to support student learning of embryology.<b>NEW & NOTEWORTHY</b> This study explores the use of the chick embryo model as a teaching aid to illustrate connections between anatomy and physiology during development. Providing direct observation opportunities, the model allows students to witness organ formation and the impact of teratogens, focusing on cardiovascular abnormalities associated with fetal alcohol syndrome. The paper outlines practical methodologies to assess developmental outcomes. Its adaptability, affordability, and ability to spark discussions make the model a valuable resource for diverse educational environments.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"438-460"},"PeriodicalIF":1.7,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143588023","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":"Transforming medical education: leveraging large language models to enhance PBL-a proof-of-concept study.","authors":"Shoukat Ali Arain, Shahid Akhtar Akhund, Muhammad Abrar Barakzai, Sultan Ayoub Meo","doi":"10.1152/advan.00209.2024","DOIUrl":"10.1152/advan.00209.2024","url":null,"abstract":"<p><p>The alignment of learning materials with learning objectives (LOs) is critical for successfully implementing the problem-based learning (PBL) curriculum. This study investigated the capabilities of Gemini Advanced, a large language model (LLM), in creating clinical vignettes that align with LOs and comprehensive tutor guides. This study used a faculty-written clinical vignette about diabetes mellitus for third-year medical students. We submitted the LOs and the associated clinical vignette and tutor guide to the LLM to evaluate their alignment and generate new versions. Four faculty members compared both versions, using a structured questionnaire. The mean evaluation scores for original and LLM-generated versions are reported. The LLM identified new triggers for the clinical vignette to align it better with the LOs. Moreover, it restructured the tutor guide for better organization and flow and included thought-provoking questions. The medical information provided by the LLM was scientifically appropriate and accurate. The LLM-generated clinical vignette scored higher (3.0 vs. 1.25) for alignment with the LOs. However, the original version scored better for being educational level-appropriate (2.25 vs. 1.25) and adhering to PBL design (2.50 vs. 1.25). The LLM-generated tutor guide scored higher for better flow (3.0 vs. 1.25), comprehensive and relevant content (2.75 vs. 1.50), and thought-provoking questions (2.25 vs. 1.75). However, LLM-generated learning material lacked visual elements. In conclusion, this study demonstrated that Gemini could align and improve PBL learning materials. By leveraging the potential of LLMs while acknowledging their limitations, medical educators can create innovative and effective learning experiences for future physicians.<b>NEW & NOTEWORTHY</b> This study evaluated a large language model (LLM) (Gemini Advanced) for creating aligned problem-based learning (PBL) materials. The LLM improved the alignment of the clinical vignette with learning goals. The LLM also restructured the tutor guide and added thought-provoking questions. The LLM guide was well organized and informative, but the original vignette was considered more educational level-appropriate. Although the LLM could not generate visuals, AI can improve PBL materials, especially when combined with human expertise.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"398-404"},"PeriodicalIF":1.7,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143366763","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":"Claude, ChatGPT, Copilot, and Gemini performance versus students in different topics of neuroscience.","authors":"Volodymyr Mavrych, Ahmed Yaqinuddin, Olena Bolgova","doi":"10.1152/advan.00093.2024","DOIUrl":"10.1152/advan.00093.2024","url":null,"abstract":"<p><p>Despite extensive studies on large language models and their capability to respond to questions from various licensed exams, there has been limited focus on employing chatbots for specific subjects within the medical curriculum, specifically medical neuroscience. This research compared the performances of Claude 3.5 Sonnet (Anthropic), GPT-3.5 and GPT-4-1106 (OpenAI), Copilot free version (Microsoft), and Gemini 1.5 Flash (Google) versus students on multiple-choice questions (MCQs) from the medical neuroscience course database to evaluate chatbot reliability. Five successive attempts of each chatbot to answer 200 United States Medical Licensing Examination (USMLE)-style questions were evaluated based on accuracy, relevance, and comprehensiveness. MCQs were categorized into 12 categories/topics. The results indicated that, at the current level of development, selected AI-driven chatbots, on average, can accurately answer 67.2% of MCQs from the medical neuroscience course, which is 7.4% below the students' average. However, Claude and GPT-4 outperformed other chatbots, with 83% and 81.7% correct answers, which is better than the average student result. They were followed by Copilot (59.5%), GPT-3.5 (58.3%), and Gemini (53.6%). Concerning different categories, Neurocytology, Embryology, and Diencephalon were the three best topics, with average results of 78.1-86.7%, and the lowest results were for Brain stem, Special senses, and Cerebellum, with 54.4-57.7% correct answers. Our study suggested that Claude and GPT-4 are currently two of the most evolved chatbots. They exhibit proficiency in answering MCQs related to neuroscience that surpasses that of the average medical student. This breakthrough indicates a significant milestone in how AI can supplement and enhance educational tools and techniques.<b>NEW & NOTEWORTHY</b> This research evaluates the effectiveness of different AI-driven large language models (Claude, ChatGPT, Copilot, and Gemini) compared to medical students in answering neuroscience questions. The study offers insights into the specific areas of neuroscience in which these chatbots may excel or have limitations, providing a comprehensive analysis of chatbots' current capabilities in processing and interacting with certain topics of the basic medical sciences curriculum.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"430-437"},"PeriodicalIF":1.7,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143015697","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":"Premed pressure: examining whether premed students experience more academic stress compared to non-premeds.","authors":"C Jynx Pigart, Tasneem F Mohammed, Theresa Acuña, Shurelia Baltazar, Connor Bean, Michayla Hart, Katelyn Huizenga, Amaris James, Hayleigh Shaw, Kimberly Zsuffa, Carly A Busch, Katelyn M Cooper","doi":"10.1152/advan.00168.2024","DOIUrl":"10.1152/advan.00168.2024","url":null,"abstract":"<p><p>Academic stress is one of the primary factors threatening university students' well-being and performance. Undergraduate students who are working toward applying to medical school, defined as being on the premedicine or \"premed\" pathway, are suspected to have higher academic stress compared to their peers who are not premed. However, what factors contribute to academic stress for premed students is not well understood. We sought to answer the following: Do undergraduates perceive that premeds have higher, the same, or lower stress than nonpremeds? How do academic stress levels between these groups actually differ? What aspects of being premed cause academic stress? Who has left the premed track and why? We surveyed 551 undergraduates from one large institution in the United States and answered our research questions using descriptive statistics, chi-squares, and linear regressions. Overwhelmingly, participants perceived that premed students experience greater academic stress than their counterparts, yet we found no significant differences in academic stress reported among students in our sample (<i>P</i> > 0.05). Premed students reported that their academic stress was exacerbated by not feeling competitive enough to get into medical school and by needing to maintain a high grade point average (GPA). Furthermore, students with lower GPAs were more likely to leave the premed track compared to those with higher GPAs (<i>P</i> = 0.005). Students reported leaving the premed track because another career appeared more interesting and because of the toll the premed track took on their mental health. In conclusion, our findings can inform instructors and universities on how to best support premed students.<b>NEW & NOTEWORTHY</b> Participants perceived that premed students experience greater academic stress than their counterparts; however, we found no significant differences in academic stress reported among students in our sample (<i>P</i> > 0.05). Students with lower GPAs were more likely to leave the premed track compared to those with higher GPAs (<i>P</i> = 0.005).</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"280-290"},"PeriodicalIF":1.7,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143015719","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":"Preparation strategies for physiology competition: lessons learned from participants of Indonesian Medical Physiology Olympiad.","authors":"Mohammad Nizar Maulana, Agde Muzaky Kurniawan, Raden Argarini, Rimbun Rimbun, Eka Arum Cahyaning Putri","doi":"10.1152/advan.00010.2024","DOIUrl":"10.1152/advan.00010.2024","url":null,"abstract":"<p><p>Competitions outside the medical curriculum provide a platform for medical students to acquire advanced knowledge in specific medical subjects. The Indonesian Medical Physiology Olympiad (IMPhO) is the first and the largest competition in the field of physiology at the national level in Indonesia. It was held for the first time in 2017 and has been an annual physiology competition since then. This competition offers several challenges in different forms, including writing tests and oral rounds, to assess both individual and team capabilities in analyzing and comprehensively understanding human physiology. Consequently, the participants in this competition must have an in-depth understanding of human physiology concepts and develop a winning strategy to become a successful team. This article outlines the preparation strategies employed by the participants of IMPhO in 2022 and how they can be adopted to promote effective study skills for medical students. We conducted a semistructured interview with participants and their accompanying lecturers to explore their strategies for the competition. We highlighted several important strategies, including utilizing resource materials effectively, fostering teamwork, providing mentorship, and emphasizing the role of lecturers as team supervisors. These competition-based learning strategies also can be adopted to promote effective study skills in formal curricula for medical students.<b>NEW & NOTEWORTHY</b> This article outlines several important strategies to become a successful team in a physiology competition. These strategies include utilizing resource materials effectively, seeking mentorship, and recognizing the role of lecturers as team supervisors to improve their understanding of human physiology concepts. Furthermore, fostering teamwork and understanding how the competition is structured are crucial for achieving success as a team. These approaches can also be adapted to improve effective study techniques for medical students.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"352-355"},"PeriodicalIF":1.7,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143442698","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 impact of instruction on undergraduates' understanding of homeostasis: results from administering the homeostasis concept inventory.","authors":"Gregory J Crowther, Amy K Hebert, Usha Sankar, Joel Michael","doi":"10.1152/advan.00136.2024","DOIUrl":"10.1152/advan.00136.2024","url":null,"abstract":"<p><p>The Homeostasis Concept Inventory (HCI) is a validated instrument for measuring students' knowledge of homeostasis. It is comprised of 20 multiple-choice questions covering key components of the previously validated Homeostasis Conceptual Framework (HCF). In this paper, we present the first multi-institutional study of the impact of physiology instruction on students' HCI performance. Five cohorts of physiology or anatomy and physiology (A&P) students at four academic institutions took the HCI both at the start of their academic term (pretest) and at the end of their term (posttest). Statistically significant but relatively modest improvements in overall scores were seen from pretest to posttest. Among the 20 questions, 8 questions had incorrect choices identified as \"attractive distractors\" on the pretest, meaning that they were chosen at higher-than-random frequencies. From pretest to posttest, there were only modest declines in selections of incorrect answers generally and of attractive distractors in particular. Three attractive distractors that all target one specific misconception, that homeostatic mechanisms are active only when a regulated variable is not at its setpoint, remained persistently attractive except for students of one instructor who directly addressed that misconception in lecture and lab. These data are sobering in that they show a limited impact of instruction on HCI performance. However, these data also include encouraging evidence that instructional targeting of a specific misconception may help students overcome that misconception.<b>NEW & NOTEWORTHY</b> How is undergraduate students' understanding of homeostasis impacted by a physiology course? This study indicates that many students do not improve that much on a validated multiple-choice concept inventory but may improve noticeably on questions about a misconception if that misconception is specifically targeted by the instructor.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"423-429"},"PeriodicalIF":1.7,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143597277","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 physiological and emotional responses to exercise with additional body mass: an experiential learning activity.","authors":"Gregory N Ruegsegger","doi":"10.1152/advan.00015.2025","DOIUrl":"10.1152/advan.00015.2025","url":null,"abstract":"<p><p>Many exercise and sport science (EXSS) undergraduate students enter their programs with weight bias, which can hinder their ability to empathize and effectively work with overweight individuals. This experiential learning activity explored the physiological and emotional responses to exercise with additional mass. Furthermore, this experience sought to address weight bias among EXSS students by promoting a deeper understanding of the difficulties faced by individuals with excess body weight during exercise. Twelve students enrolled in an Exercise for Special Populations course participated in treadmill walking and cycling exercise with and without 15% additional body mass. During exercise, the effects of additional mass on cardiometabolic [e.g., heart rate, blood pressure, oxygen uptake (V̇o₂), caloric expenditure] and psychological (e.g., perceived exertion, affective response) measures were evaluated. Before the experiential activity, students engaged in a lecture reviewing preparticipation screening, body composition assessment, and exercise testing procedures. Students reported significant differences in physiological and affective responses to exercise between the two modalities, with treadmill walking with additional mass showing increased exertion. Interestingly, student predictions of psychological responses to walking with additional mass were less negative than their actual experiences, highlighting the difficulty of exercising with additional body mass. Postactivity feedback indicated that students felt highly confident in administering exercise tests and reported enhanced awareness of the challenges faced by overweight individuals. These observations support that incorporating practical activities involving altered body weight can improve practical skills and foster greater empathy toward overweight populations, enhancing student preparedness for careers in allied health fields.<b>NEW & NOTEWORTHY</b> This experience included a didactic lecture and student-led experiential activity where exercise and sport science students simulated overweight conditions during treadmill and cycling exercises to measure the cardiometabolic and psychological difficulties faced by this population during physical activity. The activity not only improved students' ability to conduct exercise tests and other clinical skills but also promoted empathy, reduced weight bias, and helped prepare students to work effectively with overweight individuals in their future professional roles.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"471-481"},"PeriodicalIF":1.7,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143659682","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 a modification to the readiness assurance process in team-based learning.","authors":"Tadd Farmer, Michael C Johnson, Jorin D Larsen, Lance E Davidson","doi":"10.1152/advan.00062.2024","DOIUrl":"10.1152/advan.00062.2024","url":null,"abstract":"<p><p>Team-based learning (TBL) is an active learning instructional strategy shown to improve student learning in large-enrollment courses. Although early implementations of TBL proved generally effective in an undergraduate exercise physiology course that delivered an online individual readiness assurance test (iRAT) before class, the instructor reported student dissatisfaction with the use of identical questions in the team readiness assurance test (tRAT) in class. This study sought to improve the student experience in this course by including different but related question sets for the online iRAT and in-class tRAT. Two sections of an upper-level undergraduate exercise physiology course received both the traditional and modified tRAT, alternating approaches with each course unit. This crossover research design exposed more students to the proposed modification and provided more student perspectives than would be collected through other research designs. An independent-sample <i>t</i> test indicated that the modified TBL format made no difference on performance on course unit exams (<i>P</i> > 0.05). However, student survey qualitative data revealed that 69% of students preferred the modified tRAT method to the traditional form. Student responses on the benefits of the modification, represented here as major themes in the analysis, included better content interaction, use of higher-order thinking, and more effective social experience with teams. Although this study showed that different sets of questions for the individual and team quizzes improved the experience but not performance for the majority of students, some students suggested changes to the modification that could further improve the student experience with TBL.<b>NEW & NOTEWORTHY</b> In an exercise physiology course using an already-modified team-based learning approach, this crossover-designed pedagogy trial investigated the learning impact and student experience of introducing different (but related) questions in the in-class team readiness assurance test (tRAT) compared to those given in the individual readiness assurance test (iRAT) that students completed online before class. This approach may be of interest for instructors experimenting with partially flipped classroom designs in a team-based context.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"366-373"},"PeriodicalIF":1.7,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143442695","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":"Harnessing generative AI in exercise and sports science education: enhancing real-world learning and overcoming traditional barriers in data analysis.","authors":"L A Fazackerley, D Perrin, G M Minett","doi":"10.1152/advan.00249.2024","DOIUrl":"10.1152/advan.00249.2024","url":null,"abstract":"<p><p>Generative AI (GenAI) offers transformative potential for exercise and sports science education, addressing traditional data analysis and visualization barriers while promoting real-world learning. This Perspectives article explores how integrating GenAI into exercise and sports science degrees can enhance students' ability to interpret complex physiological data, improve their analytical skills, and foster creativity in problem-solving. By automating routine technical tasks such as data cleaning and visualization, GenAI allows students to focus on critical interpretation, inquiry-based learning, and evidence-based application. An example lesson plan is provided, incorporating GenAI tools to simulate real-world data analysis tasks, helping students develop hands-on data interpretation and decision-making skills. Additionally, the article discusses strategies for responsible implementation, ensuring that ethical considerations and foundational learning are prioritized.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"496-502"},"PeriodicalIF":1.7,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143626771","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":"Leveraging computer-based simulations and immersive software technologies for enhanced student learning in laboratory medicine.","authors":"Maurizio Costabile, Connie Caruso, Chris Della Vedova, Sheree Bailey, Layla Mahdi","doi":"10.1152/advan.00128.2024","DOIUrl":"10.1152/advan.00128.2024","url":null,"abstract":"<p><p>Science, technology, engineering, and mathematics (STEM) students are typically taught content delivered didactically and closely aligned with the laboratory demonstration of concepts, which facilitates the development of experimental skills. Because of the volume of content delivered across multiple courses, student cognitive abilities can be affected, leading to lower student performance. In physiology and related biological sciences, educators have turned to delivering content with virtual teaching technologies, including virtual and augmented reality, simulations, and other immersive platforms. At the University of South Australia, Articulate Storyline, Unity-based simulations, and immersive software platforms have been implemented across the entire Laboratory Medicine program to assist students in learning lecture and laboratory content. The impact of these individual interventions is outlined in this article. In addition, the final year 2024 cohort is the first group who have used simulations throughout their degree program. Evidence of the benefits and impact of the scaffolded implementation of simulations and immersive software was obtained through a Likert-style questionnaire. The deployment of simulations and immersive software across the degree program has significantly enhanced student learning and engagement with the content, effectively bridging the gap between understanding lecture and laboratory content of students in the Laboratory Medicine program. We suggest that a similar approach could readily be embedded within individual courses as well as across science programs to provide the same benefits to student learning.<b>NEW & NOTEWORTHY</b> We cover the effective application of computer-based simulation and immersive software programs throughout a 4-year laboratory medicine degree. We demonstrate that these technologies significantly improved student learning and engagement. Such an approach is applicable to all disciplines.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"338-351"},"PeriodicalIF":1.7,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143384000","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}