Advances in Physiology Education最新文献

{"title":"Adaptation from a paper-based nephron manipulative to a hands-on electronic format to teach renal physiology, pathophysiology, and pharmacology.","authors":"Maedot A Haymete, Daniel Contaifer, Ryan Evans, Helena Carvalho","doi":"10.1152/advan.00161.2025","DOIUrl":"10.1152/advan.00161.2025","url":null,"abstract":"<p><p>The complex processes of electrolyte transport across the nephron often pose learning challenges for medical students. Manipulatives are a means of providing an interactive learning experience that increases understanding and content retention. In this study, we updated our previous in-person, paper-based nephron manipulative into a digital, interactive PowerPoint format while also integrating clinical applications. Twenty-first-year medical students completed a premanipulative quiz (pretest) and then participated in the manipulative intervention, where they electronically dragged and positioned electrolytes/molecules onto corresponding transporters within each PowerPoint slide depicting specific nephron segments. Participants completed a postmanipulative quiz (posttest) and participated in a faculty-based discussion in that same session. A long-term knowledge assessment quiz (long-term test) was administered 9 mo later in their second year of medical school. A nonintervention group, consisting of 26 second-year medical students who did not participate in the nephron manipulative as first-year students, provided a comparison for the natural learning progression without the manipulative intervention. A statistically significant improvement was observed from pretest to posttest (<i>P</i> = 0.0093), confirming that the manipulative intervention produced a meaningful improvement in student learning in the short term. When comparing learning outcomes by question subject, Pharmacology questions showed a higher average gain (+0.13) compared to Physiology (+0.07), with less knowledge decay over time (-0.03 vs. -0.09). Student feedback was overwhelmingly positive. This electronic manipulative demonstrated success in interactive teaching of nephron physiology and pathophysiology concepts and is a valuable teaching tool due to its customizable design, available for free or at a low cost.<b>NEW & NOTEWORTHY</b> Our digital nephron manipulative offers an interactive teaching modality to nephron physiology, pathophysiology, and pharmacology education alongside clinical applications. Current attempts in the literature to provide engaging nephron physiology education do not offer students opportunities to electronically manipulate learning items in a hands-on manner. To the best of our knowledge, this updated digital nephron manipulative is the first of its kind to provide an electronic modality for a kinesthetic, hands-on manipulative integrated with clinical nephrology.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"943-954"},"PeriodicalIF":1.7,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144790617","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":"AI misuse and passiveness of students in medical education.","authors":"S Mehran Hosseini","doi":"10.1152/advan.00164.2025","DOIUrl":"10.1152/advan.00164.2025","url":null,"abstract":"<p><p><b>NEW & NOTEWORTHY</b> Artificial intelligence (AI) in medical education is a double-edged sword. The negative impacts of AI are more prone to being overlooked. Highlighting these negative potentials is necessary to increase the guided application of AIrelated educational activities by students.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"1009-1013"},"PeriodicalIF":1.7,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145056173","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":"Testing an augmented reality-based learning sequence for renal physiology with biomedical students.","authors":"Alexis A Gonzalez, Gabriela Pacheco, Sonia Pino, Cristian Merino","doi":"10.1152/advan.00001.2025","DOIUrl":"10.1152/advan.00001.2025","url":null,"abstract":"<p><p>The comprehension of renal physiology is challenging for undergraduate students. Augmented reality (AR) offers a promising tool to improve comprehension of complex mechanisms. This study examines the students' perceptions and the effectiveness of an AR-based learning sequence on pre- and poststudent drawings of renal physiology. Three cohorts in their first year of undergraduate biomedical education (experimental groups) were enrolled and compared to three cohorts (controls) that performed a regular teacher-centered activity, following parallel content at the same time. The experimental groups performed an activity using the smartphone/tablet application that included a teacher and student guide. We used pre- and postactivity assessments that involved asking the students to draw an integrative diagram that represents the main functions of the kidney from a macroscopic and microscopic point of view. Drawings were analyzed with Kozma and Russell's levels of representation to evaluate learning progressions. In experimental groups, most of the students maintained their level of representation by comparing the pre- and postactivity assessment (54%). However, 42% of the participants advanced towards higher levels of complexity. Scores on the final physiology test showed a significant increase in the experimental groups versus controls. Regarding perception, 95% of the students believed that AR technology enhanced their understanding of kidney physiology, and 73% reported a better comprehension of glomerular filtration. Furthermore, 90% of the students recommended AR as a valuable complement to traditional teaching. Our study suggests that AR has the potential to improve teaching in biomedicine by providing a more interactive and enriched learning experience.<b>NEW & NOTEWORTHY</b> This research evaluates the effectiveness and perceptions of an augmented reality-based learning sequence in undergraduate biomedical students. The augmented reality (AR)-based learning sequence included three-dimensional images of renal anatomy that include zoom and rotate functions and a teacher guide. Using pre- and postactivity assessments, we evaluated student drawing and representations of renal physiology processes at different levels of complexity. The drawings were analyzed with Kozma and Russell's levels of representation. Results suggested that AR has the potential to improve the learning experience in biomedical students.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"1034-1044"},"PeriodicalIF":1.7,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145056175","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 the 1938 fascist anti-Semitic legislation on the development of physiology in Italian universities following replacement of five full professors.","authors":"Pompeo Volpe, Carlo Reggiani, Aram Megighian","doi":"10.1152/advan.00108.2025","DOIUrl":"10.1152/advan.00108.2025","url":null,"abstract":"<p><p>The effects of the 1938 fascist anti-Semitic laws on the development of physiology in Italy are discussed, focusing on the replacement of five full professors of human physiology expelled from the Universities of Bologna, Milan, Turin, Genoa, and Palermo. The academic community immediately took action to fill the vacant positions, in the spirit of \"business as usual.\" Replacements were made via either transfer of tenured professors or appointment of chair competition winners as tenure-track professors. The previous universities of the substitutes (Pavia, Siena, Messina, Parma) were also indirectly involved. Replacement proposals formulated by each university were approved by Giuseppe Bottai, minister of National Education. Overall, about half of the 17 physiology chairs present in Italy were involved with a significant and sudden generational change. Based upon biographical and scientific profiles of the expelled professors and their replacements, analysis is carried out on the ensuing qualitative effects on research activity. For the Italian physiology community, the impact was positive, or at least not negative in some cases, with the formation of important schools of research. In any case, the moral evaluation can only be negative on the tacit acceptance of expulsions for racial reasons, considered as ordinary administration or even as an opportunity for a more rapid career. Seen from this perspective, those distant events offer an occasion for reflection and a lesson still valid for all of us today.<b>NEW & NOTEWORTHY</b> The effects of the 1938 fascist anti-Semitic laws on the development of physiology in Italy are discussed, focusing on the replacement of five full professors of human physiology expelled from the Universities of Bologna, Milan, Turin, Genoa, and Palermo. The changes in research topics and the formation of important schools stemming from the application of the anti-Semitic laws have been long-lasting and are still present.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"999-1008"},"PeriodicalIF":1.7,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144977388","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":"How to get physiologically relevant data with students using <i>Lumbriculus variegatus</i>.","authors":"Aidan Seeley, Laura F Corns, James L Rouse, Nicholas S Freestone","doi":"10.1152/advan.00084.2025","DOIUrl":"10.1152/advan.00084.2025","url":null,"abstract":"<p><p>The decline of in vivo teaching in higher education has resulted in graduates lacking essential experimental skills. To address this gap, we present an easy and cost-effective practical class using the emerging invertebrate model organism <i>Lumbriculus variegatus</i> as an additional in vivo model for education. This practical class enables students to observe the effects of pharmacologically active compounds on the stereotypical behaviors of body reversal and helical swimming in <i>L. variegatus</i> through tactile stimulation. During this class, students will conduct drug dilution calculations, administer test compounds, and conduct an in vivo behavioral experiment. Results from this class demonstrate drug effects in vivo and enable students to observe reversible or irreversible behavioral effects, depending on the compound tested. This class demonstrates <i>L. variegatus</i> as a model for hands-on in vivo teaching, providing students with critical laboratory experience without the need for vertebrate or higher-order mammal models. Furthermore, the approach outlined here is scalable and an adaptable teaching methodology that enhances student engagement with in vivo teaching without costly equipment or complex animal husbandry.<b>NEW & NOTEWORTHY</b> There are increasing societal expectations that the extent of experimentation using animals is reduced in both research and educational fields. This leaves educators and researchers with a problem: how to foster the development of skills and advances in knowledge in future generations? This article seeks to address this problem by providing clear examples of an experimental model that can be used to study fundamental physiological and pharmacological processes using the invertebrate organism <i>Lumbriculus variegatus</i>.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"934-942"},"PeriodicalIF":1.7,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144977421","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":"Making the invisible visible: exploring cardiovascular regulation with a simple analog blood pressure model.","authors":"Heidi L Lujan, Stephen E DiCarlo","doi":"10.1152/advan.00172.2025","DOIUrl":"10.1152/advan.00172.2025","url":null,"abstract":"<p><p>Blood pressure regulation keeps us alive, yet its underlying mechanisms often remain abstract for students. Heart rate, stroke volume, vascular resistance, and compliance interact continuously to shape arterial pressure, but in many classrooms, these variables feel disconnected from observable outcomes. To bridge this gap, we developed a simple, low-cost analog model that allows learners to manipulate key cardiovascular parameters and immediately observe the results. The model consists of a hand-operated bicycle pump (heart), 60-mL syringe (compliance chamber), adjustable clamp (vascular resistance), manometer (arterial pressure), and transparent flow reservoir. Together, these components externalize normally hidden variables, allowing students to explore how changes in cardiac output, resistance, and compliance alter pressure waveforms and flow dynamics in real time. The flow reservoir provides intuitive visual feedback: high compliance produces steady, laminar bubble flow, whereas low compliance generates phasic, turbulent flow. The model was implemented in large-group classroom demonstrations and small-group laboratory sessions. Across settings, students reported increased understanding and engagement, while instructors observed enhanced mechanistic reasoning and conceptual clarity. The model is affordable and reusable and requires no animal use, making it adaptable for a wide range of educational environments. By making the invisible visible, this model transforms cardiovascular physiology from abstract theory into an interactive, accessible learning experience.<b>NEW & NOTEWORTHY</b> This simple, hands-on model lets students take control of the cardiovascular system, adjusting heart rate, stroke volume, resistance, and compliance, and immediately see how pressure and flow respond. Built from inexpensive materials, it transforms abstract hemodynamic principles into visible, interactive outcomes. By making the invisible visible, this model sparks curiosity, promotes mechanistic reasoning, and brings cardiovascular physiology to life in classrooms and labs.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"899-908"},"PeriodicalIF":1.7,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144838493","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":"Redesigning medical education: inclusive strategies for nontraditional medical students in flipped classrooms and integrated curricula.","authors":"Cesar Barrabi","doi":"10.1152/advan.00076.2025","DOIUrl":"10.1152/advan.00076.2025","url":null,"abstract":"<p><p>Medical education has undergone major reforms with integrated and flipped curricula aiming to enhance active learning and clinical relevance. However, these models often assume a uniform learner profile, potentially disadvantaging nontraditional medical students (NTMSs) who bring diverse backgrounds, experiences, and challenges. This paper explores who NTMSs are, how curricular design impacts their learning, and what targeted strategies support their success. Reviewing current literature, we highlight the importance of flexible pacing, mentorship, recognition of varied strengths, and pipeline initiatives tailored to NTMSs. Examples from physiology education illustrate how integration and active learning can be structured inclusively. We also present institutional models providing practical accommodations and representation for NTMSs. Together, these insights offer a framework for medical schools to foster equity and inclusion, ensuring diverse learners thrive and contribute fully to the healthcare workforce.<b>NEW & NOTEWORTHY</b> This article explores inclusive strategies for teaching nontraditional medical students (NTMSs) in modern medical curricula. It highlights how flipped classrooms, integrated curricula, and institutional models can support diverse learners through structured, active, and clinically relevant approaches. Drawing on recent literature and physiology-focused examples, the article offers practical, evidence-based insights for designing learning environments that promote equity, engagement, and academic success for students with varied backgrounds, life experiences, and educational pathways.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"879-882"},"PeriodicalIF":1.7,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144823103","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 respiratory physiology instruction with point-of-care ultrasound: a brief educational intervention.","authors":"Spencer A Vroegop, Sydney R Sudler, Halley M McDonald, Layla Al-Nakkash","doi":"10.1152/advan.00114.2025","DOIUrl":"10.1152/advan.00114.2025","url":null,"abstract":"<p><p>Point-of-care ultrasound (POCUS) is increasingly recognized as a valuable educational adjunct in medical school curricula, particularly for reinforcing physiology through dynamic, real-time visualization. Despite its growing relevance, integration of POCUS into preclinical instruction, especially in the context of pulmonary physiology, remains limited. This illumination paper describes the development, implementation, and initial outcomes of a 30-minute lung physiology ultrasound workshop designed to supplement the respiratory block lectures in a first-year medical physiology course.<b>NEW & NOTEWORTHY</b> This paper presents a novel, replicable model for integrating ultrasound education into preclinical medical training through a time-efficient, physiology-aligned workshop. Unlike most existing ultrasound initiatives that focus on anatomy or are embedded within clinical clerkships, this workshop targets the underexplored area of functional pulmonary physiology within the basic science curriculum using live models and workshop goals directly tied to course learning objectives.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"929-933"},"PeriodicalIF":1.7,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144977398","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":"Cosmosis: a metaphorical bridge connecting the metaphysical cosmos and physiological osmosis.","authors":"Seshadri Reddy Varikasuvu","doi":"10.1152/advan.00141.2025","DOIUrl":"10.1152/advan.00141.2025","url":null,"abstract":"<p><p>In this article, \"Cosmosis\" introduces a newly coined metaphorical term that illustrates conceptual parallels between the physiological process of osmosis and the expansive dynamics of the cosmos. Designed as an interdisciplinary teaching framework, Cosmosis provides a novel way to link cellular homeostasis with cosmological principles such as entropy, space-time curvature, and dark energy. By drawing on core physiological terms such as concentration gradients, osmotic pressure, aquaporins, and membrane selectivity, Cosmosis offers an analogy that may spark curiosity, support integrative thinking, and encourage cross-disciplinary dialogue in physiology and biochemistry education.<b>NEW & NOTEWORTHY</b> Cosmosis presents a novel metaphor linking physiological osmosis with cosmic expansion. By integrating concepts from thermodynamics, membrane transport, and cosmology, the model equips educators with a tool to make abstract physiological and universal processes more engaging. This cross-disciplinary framework enriches physiology and biochemistry education by reinforcing shared physical principles and encouraging a unified view of the cellular and cosmic realms.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"976-978"},"PeriodicalIF":1.7,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145034707","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":"Concepts behind clips: cinema to teach the science of artificial intelligence to undergraduate medical students.","authors":"Krishna Mohan Surapaneni","doi":"10.1152/advan.00119.2025","DOIUrl":"10.1152/advan.00119.2025","url":null,"abstract":"<p><p>As artificial intelligence (AI) is becoming more integrated into the field of healthcare, medical students need to learn foundational AI literacy. Yet, traditional, descriptive teaching methods of AI topics are often ineffective in engaging the learners. This article introduces a new application of cinema to teaching AI concepts in medical education. With meticulously chosen movie clips from \"Enthiran (Tamil)/Robot (Hindi)/Robo (Telugu)\" movie, the students were introduced to the primary differences between artificial narrow intelligence (ANI), artificial general intelligence (AGI), and artificial super intelligence (ASI). This method triggered encouraging responses from students, with learners indicating greater conceptual clarity and heightened interest. Film as an emotive and visual medium not only makes difficult concepts easy to understand but also encourages curiosity, ethical consideration, and higher order thought. This pedagogic intervention demonstrates how narrative-based learning can make abstract AI systems more relatable and clinically relevant for future physicians. Beyond technical content, the method can offer opportunities to cultivate critical engagement with ethical and practical dimensions of AI in healthcare. Integrating film into AI instruction could bridge the gap between theoretical knowledge and clinical application, offering a compelling pathway to enrich medical education in a rapidly evolving digital age.<b>NEW & NOTEWORTHY</b> This article introduces a new learning strategy that employs film to instruct artificial intelligence (AI) principles in medical education. By introducing clips the from \"Enthiran (Tamil)/Robot (Hindi)/Robo (Telugu)\" movie to clarify artificial narrow intelligence (ANI), artificial general intelligence (AGI), and artificial super intelligence (ASI), the approach converted passive learning into an emotionally evocative and intellectually stimulating experience. Students experienced enhanced comprehension and increased interest in artificial intelligence. This narrative-driven, visually oriented process promises to incorporate technical and ethical AI literacy into medical curricula with enduring relevance and impact.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"965-967"},"PeriodicalIF":1.7,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145001868","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}