Advances in Physiology Education最新文献_第3页

Students Are More Than Their Scores: Educators Have the Power to Change How Students Perceive Success.

IF 1.7 4区教育学

Advances in Physiology Education Pub Date : 2024-11-27 DOI: 10.1152/advan.00185.2024

Heidi L Lujan, Stephen E DiCarlo

{"title":"Students Are More Than Their Scores: Educators Have the Power to Change How Students Perceive Success.","authors":"Heidi L Lujan, Stephen E DiCarlo","doi":"10.1152/advan.00185.2024","DOIUrl":"https://doi.org/10.1152/advan.00185.2024","url":null,"abstract":"John Wooden, the legendary UCLA basketball coach, consistently emphasized the distinction between winning and true success. For Wooden, success was not about defeating others or standing out in a competition, but about personal growth, self-improvement, and the pursuit of excellence. His philosophy offers a powerful lesson, particularly for educators, as they guide students through their academic journeys. Wooden's message highlights the importance of fostering an environment where success is measured by effort and progress, not merely by grades or test scores. Unfortunately, many educators seem to overlook this, focusing heavily on grades as the primary measure of achievement. By placing such a strong emphasis on grades, teachers inadvertently create a culture where students begin to equate their self-worth with their performance on a test. This not only diminishes the value of personal growth but also fosters anxiety and discouragement among students who may struggle academically. Student may begin to fear being wrong and avoid challenges and opportunities. This limits creativity, the chance to learn, grow, and contribute to society. Wooden's wisdom reminds us that educators have the power to influence how students perceive success. By encouraging a more holistic view of achievement, one that values hard work, resilience, and continuous improvement, teachers can help students develop a healthier, more positive understanding of what it means to succeed. In today's educational system, this shift is crucial, as too many students are being taught to see their value solely in terms of grades, rather than their personal and intellectual growth.","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2024-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142734239","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}

引用次数: 0

Improving student learning outcomes and perception through a blended learning strategy based on virtual microscopy for teaching a histology laboratory course. 在组织学实验课程教学中采用基于虚拟显微镜的混合学习策略，提高学生的学习成果和感知能力。

IF 1.7 4区教育学

Advances in Physiology Education Pub Date : 2024-11-21 DOI: 10.1152/advan.00058.2024

Yanmin Zhang, Chunyang Li, Chan Zhou

{"title":"Improving student learning outcomes and perception through a blended learning strategy based on virtual microscopy for teaching a histology laboratory course.","authors":"Yanmin Zhang, Chunyang Li, Chan Zhou","doi":"10.1152/advan.00058.2024","DOIUrl":"https://doi.org/10.1152/advan.00058.2024","url":null,"abstract":"While light microscopy (LM) and virtual microscopy (VM) are valuable pedagogical approaches in histology education, studies comparing their effectiveness have primarily emanated from North America. This research aimed to compare the performance, satisfaction, and perception of Chinese undergraduate dental students enrolled in a histology laboratory course using a blended learning approach (LM+VM) versus traditional LM learning. A total of 182 first-year students were divided into two groups with similar age, gender, and academic backgrounds. The LM+VM group received a blended learning curriculum combining LM and VM, while the LM-only group participated in traditional LM-based learning. The students in the blended learning group achieved a significantly higher mean score on the laboratory exam than the students in the traditional learning group (LM+VM 79.36 ± 10.11 vs. LM-only 74.76 ± 14.71; degrees of freedom (df) = 180, P = 0.01). Additionally, the LM+VM group had a lower failure rate (i.e., grade F for students scoring below 60) (3.23% [LM+VM] vs. 13.48% [LM-only], P = 0.02). The implementation of VM was well-received by students in the LM+VM group, who, while disagreeing that VM could entirely replace LM, overwhelmingly preferred the blended learning model (93.55%). Furthermore, students in the LM+VM group reported higher satisfaction levels compared to the LM-only group (t = 8.49, df = 180, P < 0.001). Overall, blended learning with LM and VM resulted in significant improvements in student performance, satisfaction, and perception compared to traditional LM learning.","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2024-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142683349","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}

引用次数: 0

Illegitimate Publishers in 1 Physiology: Attracting Citations and Infiltration into Legitimate Databases. 生理学》的非法出版商：吸引引文并渗入合法数据库。

IF 1.7 4区教育学

Advances in Physiology Education Pub Date : 2024-11-21 DOI: 10.1152/advan.00162.2024

Owen W Tomlinson

{"title":"Illegitimate Publishers in 1 Physiology: Attracting Citations and Infiltration into Legitimate Databases.","authors":"Owen W Tomlinson","doi":"10.1152/advan.00162.2024","DOIUrl":"https://doi.org/10.1152/advan.00162.2024","url":null,"abstract":"An increase in scholarly publishing has been accompanied by a proliferation of potentially illegitimate publishers (PIP), commonly known as \"predatory publishers\". These PIP often engage in fraudulent practices and publish articles that are not subject to the same scrutiny as those published in journals from legitimate publishers (LP). This places academics at risk, in particular students who utilize journal articles for learning and assignments. This analysis sought to characterise PIP in physiology, as this has yet to be determined, and identify overlaps in lists of PIP and LP used to provide guidance on legitimacy of journals. Searching seven databases (2 of PIP, 5 of LP), this analysis identified 67 potentially illegitimate journals (PIJ) that explicitly include \"physiology\" in their titles, with 8801 articles being published in them. Of these articles, 39% claimed to be indexed in GoogleScholar, and 9% were available on PubMed. This resulted in 17 publications 'infiltrating' PubMed and attracting >100 citations in the process. Overlap between lists of PIP and LP was present, with eight PIJ occurring in both LP and PIP lists. Two of these journals appeared to be 'phishing' journals, and six were genuine infiltrations into established databases; indicating that LP lists cannot be solely relied upon as proof a journal is legitimate. This analysis indicates that physiology is not immune to the threat of PIP, and that future work is required by educators to ensure students do not fall prey to their use.","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2024-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142683345","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}

引用次数: 0

PROMOTING THE INTERNATIONALIZATION OF THE POPNEURO, A SUCCESSFUL NEUROPHYSIOLOGY OUTREACH PROGRAM. 促进 popneuro 的国际化，这是一项成功的神经生理学推广计划。

IF 1.7 4区教育学

Advances in Physiology Education Pub Date : 2024-11-16 DOI: 10.1152/advan.00026.2024

Andresa M C Germano, Bruna Tarasuk Trein Crespo, Ana Luiza Trombini Tadielo, Patrícia A Batista da Rosa, Melanie Strohbach, Ludwig Mauersberger, Pâmela B Mello-Carpes

{"title":"PROMOTING THE INTERNATIONALIZATION OF THE POPNEURO, A SUCCESSFUL NEUROPHYSIOLOGY OUTREACH PROGRAM.","authors":"Andresa M C Germano, Bruna Tarasuk Trein Crespo, Ana Luiza Trombini Tadielo, Patrícia A Batista da Rosa, Melanie Strohbach, Ludwig Mauersberger, Pâmela B Mello-Carpes","doi":"10.1152/advan.00026.2024","DOIUrl":"https://doi.org/10.1152/advan.00026.2024","url":null,"abstract":"Here, we report a successful initiative between Brazil and Germany to stimulate neuroscience outreach: the POPNeuro Program. The POPNeuro Program is a neuroscience outreach project created in Brazil that has been active for over ten years. It was initiated in Uruguaiana/RS/Brazil and linked to the Physiology Research Group from the Federal University of Pampa. The neuroscience dissemination was developed mainly in school environments by a team that includes neuroscientists and university undergraduate and graduate students. One of the key focuses of POPNeuro is to identify and avoid the dissemination of neuromyths (misconceptions generated by a misunderstanding, a misreading, or a misquoting of scientific facts). Following an initial research cooperation, the Brazilian and German teams decided to replicate some of the POPNeuro activities in Germany. The POPNeuro spin-off developed the first activities in Germany included neuroscience disclosure activities during the TUC Open Campus Day and a Neuroscience of Learning course for sports and physical education teachers. During the activities, participants took a quiz to identify the prevalence of neuromyths and knowledge of neuroscience facts. The results demonstrate a high prevalence of neurotmyths between the different participants. Despite the socio-cultural differences, these results are in line with previous results from POPNeuro in Brazil. Considering our experience and the participants' evaluations, we are confident that promoting the internationalization of this successful neurophysiology outreach program, expanding the Brazilian POPNeuro program in Germany will have a positive impact. This initiative represents a model of international cooperation that should be stimulated.","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2024-11-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142645098","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}

引用次数: 0

The Landscape of Undergraduate Introductory Exercise Science Courses. 运动科学本科入门课程的前景。

IF 1.7 4区教育学

Advances in Physiology Education Pub Date : 2024-11-14 DOI: 10.1152/advan.00174.2024

Samantha Johnson, Jessica K Fleming, Mary Stenson, Astrid Mel, Katherine Spillios, Jennifer Caputo

{"title":"The Landscape of Undergraduate Introductory Exercise Science Courses.","authors":"Samantha Johnson, Jessica K Fleming, Mary Stenson, Astrid Mel, Katherine Spillios, Jennifer Caputo","doi":"10.1152/advan.00174.2024","DOIUrl":"https://doi.org/10.1152/advan.00174.2024","url":null,"abstract":"Introductory classes are often a student's first exposure to foundational knowledge, careers, and faculty in an academic major. The characteristics of introductory exercise science courses, as well as faculty impressions of course benefits and areas for improvement, were explored in this study. Electronic survey data from 181 universities around the United States were analyzed. A wide range of course content was reported. Institution type was related to the status of the faculty teaching the course, method of course delivery, class size, and class availability. The number of majors was related to faculty status, class availability, and class size. Specifically, private 4-year institutions were more likely to teach smaller, face-to-face classes. Introduction courses at R1, R2, Doctoral/Professional institutions, and programs with 300 or more majors were less likely to be taught by only tenured/tenure track faculty. Classes were more likely to be offered in various modalities as opposed to only face-to-face at community colleges, and programs with 300 or more majors were more likely to have classes with 50 or more students. Enrollment in the introductory course was more likely restricted to majors and minors at public 4-year schools and programs with 300 or more majors. Faculty perceived knowledge acquisition and relationship building as benefits of introductory classes for students and programs. The overarching themes for course improvement were modifying course content and characteristics of course delivery. Considering the varied course characteristics, we encourage faculty and administrators to be intentional when designing and implementing introductory exercise science courses.","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2024-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142631562","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}

引用次数: 0

PhysioCAFUN: A competency-based curriculum development guideline to strengthen physiology education in Africa. PhysioCAFUN：加强非洲生理学教育的能力本位课程开发指南。

IF 1.7 4区教育学

Advances in Physiology Education Pub Date : 2024-11-14 DOI: 10.1152/advan.00160.2024

Abdullateef Isiaka Alagbonsi, M Faadiel Essop, Yasser El-Wazir, Trevor Nyakudya, Goma Fastone, Frank Mojiminiyi, Amal Saeed, Ger J M Stienen, Emmanuel Balandya, Yinusa Raji, Fatou Bintou Sarr, Abdoulaye Samb, Ashabilan Ebrahim, Ulrich Pohl, Dee U Silverthorn

{"title":"PhysioCAFUN: A competency-based curriculum development guideline to strengthen physiology education in Africa.","authors":"Abdullateef Isiaka Alagbonsi, M Faadiel Essop, Yasser El-Wazir, Trevor Nyakudya, Goma Fastone, Frank Mojiminiyi, Amal Saeed, Ger J M Stienen, Emmanuel Balandya, Yinusa Raji, Fatou Bintou Sarr, Abdoulaye Samb, Ashabilan Ebrahim, Ulrich Pohl, Dee U Silverthorn","doi":"10.1152/advan.00160.2024","DOIUrl":"https://doi.org/10.1152/advan.00160.2024","url":null,"abstract":"Physiology education in Africa faces challenges due to gaps in curricula across many of its universities, such as divergent content, a lack of standardized competencies, and suitable benchmarking. Here, we describe the development of Physiology Curriculum for African Universities (PhysioCAFUN), a competency-based curriculum development guideline, as a first step to address such shortcomings. A committee of 15 physiologists from different African regions, Europe, and USA was constituted to draft the PhysioCAFUN, which was introduced and revised during the joint East African Society of Physiological Sciences (EASPS) and African Association of Physiological Sciences (AAPS) conference held in Tanzania late 2023. The PhysioCAFUN consists of 23 modules. Modules 1-15 cover the organ systems, including principles and concepts of physiology, molecular biology and cell physiology. Modules 16-23 contain optional content, including environmental physiology, pharmacology, and topics related to skill development. PhysioCAFUN serves as a freely available resource document for African stakeholders regarding the desired undergraduate physiology training and competencies. It will help universities in Africa, and elsewhere, to draft a curriculum suitable for their local needs where there is a dearth of physiologists, or to benchmark and revise their curricula where physiology programs are already in place.","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2024-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142631539","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}

引用次数: 0

Bite-sized structured learning: A preferred self-paced approach that enhanced learning of muscle physiology for allied health students. 分段式结构化学习：自定进度的首选方法可提高专职医疗学生对肌肉生理学的学习效果。

IF 1.7 4区教育学

Advances in Physiology Education Pub Date : 2024-11-14 DOI: 10.1152/advan.00157.2024

Xiang Ren Tan, Andy Thiam-Huat Lee, Karthik Subramhanya Harve, Bernard Pui Lam Leung

{"title":"Bite-sized structured learning: A preferred self-paced approach that enhanced learning of muscle physiology for allied health students.","authors":"Xiang Ren Tan, Andy Thiam-Huat Lee, Karthik Subramhanya Harve, Bernard Pui Lam Leung","doi":"10.1152/advan.00157.2024","DOIUrl":"https://doi.org/10.1152/advan.00157.2024","url":null,"abstract":"Muscle physiology is often perceived as a complex topic by students due to the hierarchical concepts and the need for integrative understanding. Breaking down content in a structured manner allows for segmented bite-sized learning that may enhance students' learning beyond conventional online lectures. We compared the effectiveness of (1) bite-sized structured learning (BSL) and (2) synchronous Zoom lecture (SZL) in teaching muscle physiology to first-year allied health undergraduates. For the same student cohort, the topic was divided into two lectures with the first taught via BSL, and the second via SZL. Pre- and post-quizzes were used to evaluate students' understanding of the topic. Mixed-methods online questionnaires were used to examine students' perceptions towards the two modes of learning, encompassing content coverage, delivery, engagement, effectiveness, preference and convenience. A total of 223 and 215 students completed both pre- and post-quizzes for BSL and SZL respectively. Student performances were improved via both modes (p<0.001) with a higher median score improvement in BSL when compared to SZL [3.0 (1.0-4.0) vs 2.0 (1.0-3.0)]. Among students who completed the survey, 65% expressed strong preference towards BSL over SZL (17%), which could be attributed to the benefits of self-paced microlearning such as higher motivation and improved attention. BSL was perceived to be manageable and well-structured to support learning. Our study suggests that BSL is equally effective as conventional lectures and is a learning approach favored by students. There could be merits in combining both instructional modes as their complementary advantages may enhance students' learning.","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2024-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142631535","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}

引用次数: 0

Modified interteaching sessions as application-based examinations reduce student exam stress in an upper-level pathophysiology class. 在高年级病理生理学课堂上，修改后的教学间歇作为应用型考试，减轻了学生的考试压力。

IF 1.7 4区教育学

Advances in Physiology Education Pub Date : 2024-11-07 DOI: 10.1152/advan.00108.2024

Jesse D Moreira-Bouchard, Lisa M Roberts

{"title":"Modified interteaching sessions as application-based examinations reduce student exam stress in an upper-level pathophysiology class.","authors":"Jesse D Moreira-Bouchard, Lisa M Roberts","doi":"10.1152/advan.00108.2024","DOIUrl":"https://doi.org/10.1152/advan.00108.2024","url":null,"abstract":"Testing is a highly important tool, used ubiquitously in academia, to assess student comprehension and understanding of material. Unfortunately, the emphasis placed on test grades has resulted in a modern epidemic of test-related anxiety, which can have adverse health effects on students. Over time, novel testing strategies have been developed to more precisely assess individual skills such as remembering, analyzing, and synthesizing. Yet there exist few strategies that were also developed to simultaneously reduce stress in the testing environment. We posit here a teaching innovation whereby we modified the classic interteaching session developed in the social sciences to serve as a stress-reduction testing format that also builds student communication and critical thinking skills in an upper-level pathophysiology course. After implementing this novel testing approach, we anonymously surveyed the students in the class to understand how the testing format affected their self-perceived stress levels, their self-perceived learning, and to identify their testing preferences. Of 28 students, 12 responded (43%). Our survey data highlight that students largely preferred partnered, open-response, case-based exams to multiple choice exams. Moreover, students perceived themselves as having lower test-related stress when taking partnered, open-response, case-based exams, as well as strong overall agreement that partnered, open-response, case-based exams enhanced their learning. We posit this application of modified interteaching can be employed in upper-level physiology or pathophysiology courses as a stress-reduction testing strategy.","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2024-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142606580","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}

引用次数: 0

Reinforcement of Core Foundational Science Concepts during Clinical Rotations: A Strategy to Enhance Medical Student Learning and Diagnostic Reasoning. 在临床轮转期间强化核心基础科学概念：加强医学生学习和诊断推理的策略》。

IF 1.7 4区教育学

Advances in Physiology Education Pub Date : 2024-10-31 DOI: 10.1152/advan.00179.2024

Bindu Menon, Meghana Reddy Ranabothu, Krissy Elizabeth Tarter, Tyrone Deonte Oneal Layson, Deepa Mukundan, Jeremy J Laukka

{"title":"Reinforcement of Core Foundational Science Concepts during Clinical Rotations: A Strategy to Enhance Medical Student Learning and Diagnostic Reasoning.","authors":"Bindu Menon, Meghana Reddy Ranabothu, Krissy Elizabeth Tarter, Tyrone Deonte Oneal Layson, Deepa Mukundan, Jeremy J Laukka","doi":"10.1152/advan.00179.2024","DOIUrl":"https://doi.org/10.1152/advan.00179.2024","url":null,"abstract":"Cognitive science principles can facilitate integrating and retaining basic science concepts during the clinical years of undergraduate medical education. We hypothesized that reinforcing foundational science concepts during the core clerkship experiences fosters the development of clinical reasoning in medical students. A patient simulation session on diabetic ketoacidosis (DKA) in the pediatric clerkship was chosen to pilot the program. We introduced an intervention in which a team of clinical and foundational science faculty facilitates student discussions, helping them connect important physiological and pathophysiological concepts to the disorder's clinical presentation, diagnosis, and management. The student survey reported that 87% strongly agreed that it helped them reinforce their understanding of foundational science concepts related to clinical cases. The NBME subject exam results of the pediatric clerkships from the corresponding years were subjected to a cognitive diagnostic assessment called the DINA model analysis. The student content mastery in acid-base disorders was improved following the intervention (student mastery of skills, 0.73 vs 0.80, P=0.035). Similarly, analysis of the Step 2 Clinical Knowledge (CK) skills from the NBME subject exam item analysis reports showed improvement in the skill \"diagnosis\" on the topic of diabetes (probability value- before and after the intervention, respectively, 0.73 and 0.85, p=0.04) following implementation. Our study shows the impact of foundational science reinforcement during clinical clerkships in developing undergraduate medical students' clinical reasoning and diagnostic skills.","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2024-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142548781","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}

引用次数: 0

Surprised by Co-Creation; Building Equality, Diversity and Inclusion (EDI) in the Physiology curriculum with Undergraduate Students. 共创惊喜；与本科生一起在生理学课程中建立平等、多样性和包容性（EDI）。

IF 1.7 4区教育学

Advances in Physiology Education Pub Date : 2024-10-31 DOI: 10.1152/advan.00184.2024

Mary K McGahon, Jazmin Verhagen, Nowran Nasr, Daniel Kennedy, Abtisam Atman, Sean M Roe

{"title":"Surprised by Co-Creation; Building Equality, Diversity and Inclusion (EDI) in the Physiology curriculum with Undergraduate Students.","authors":"Mary K McGahon, Jazmin Verhagen, Nowran Nasr, Daniel Kennedy, Abtisam Atman, Sean M Roe","doi":"10.1152/advan.00184.2024","DOIUrl":"https://doi.org/10.1152/advan.00184.2024","url":null,"abstract":"As public-facing global institutions, modern universities are subject to equality legislation (locally the United Kingdom Equality Act) 1 and the need to represent an increasingly diverse student body. For effective education, this broad cohort needs to see itself represented, both in the curriculum, and in the very structures of the university2. It is with this in mind that staff in the Centre for Biomedical Sciences Education in Queen's University Belfast recruited three students from diverse backgrounds to co-design aspects of the Undergraduate Physiology Curriculum for Medicine and Health and Life Sciences (MHLS) degrees. As part of a 6-week summer internship, our students set out to identify gaps in the physiology curriculum regarding those with protected characteristics as described by the UK Equality Act 2010 (race, sex, gender reassignment, marriage or civil partnership, pregnancy and maternity, religion and belief, disability and sexual orientation; Figure 1 1). Our aim was to incorporate Equality, Diversity and Inclusion (EDI) principles to create a learning environment that celebrates people's differences and represents individual students. Themes that developed over the six week period of the internship were recognizing oneself in the curriculum, cultural humility and intersectionality.","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2024-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142548782","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}

引用次数: 0