Advances in Physiology Education最新文献_第4页

A qualitative survey on perception of medical students on the use of large language models for educational purposes. 关于医学生对大型语言模型用于教学目的的看法的定性调查。

IF 1.7 4区教育学

Advances in Physiology Education Pub Date : 2024-10-24 DOI: 10.1152/advan.00088.2024

Himel Mondal, Juhu Kiran Krushna Karri, Swaminathan Ramasubramanian, Shaikat Mondal, Ayesha Juhi, Pratima Gupta

{"title":"A qualitative survey on perception of medical students on the use of large language models for educational purposes.","authors":"Himel Mondal, Juhu Kiran Krushna Karri, Swaminathan Ramasubramanian, Shaikat Mondal, Ayesha Juhi, Pratima Gupta","doi":"10.1152/advan.00088.2024","DOIUrl":"https://doi.org/10.1152/advan.00088.2024","url":null,"abstract":"Large language models (LLMs)-based chatbots use natural language processing and are a type of generative artificial intelligence (AI) that are capable of comprehending user input and generating output in various formats. They offer potential benefits in medical education. This study explored the student's feedback on the utilization of LLMs in medical education. We conducted an in-depth interview with open-ended questions with Indian medical students via telephone conversation. The recording (average time 55.28±18.04 min) was transcribed and thematically analyzed to find major themes and sub-themes. We used QDA Miner Lite v.2.0.8 (Provalis Research: Montreal, Canada) for the thematic analysis of the text. A total of 25 students from eight Indian states studying from the first to final year of studies participated in this study. Three major themes were identified about usage scenario, augmented learning, and limitation of LLMs. Students use LLMs for clarifying complex topics, searching for customized answers, solving MCQs, making simplified notes, and streamlining assignments. While they appreciated the ease of access, ready reference for getting clarity on doubts, lucid explanation of questions, and time-saving aspects of LLMs, concerns were raised regarding erroneous results, limited usage due to reliability and privacy issues, and the overreliance on chatbots for educational needs. Hence, they emphasized the need for training for the integration of LLM in medical education. In conclusion, according to students' perception, LLMs have the potential to enhance medical education. However, addressing challenges and leveraging the strengths of LLMs are crucial for optimizing their integration into medical education.","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2024-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142512442","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

Using word cloud as a formative assessment classroom technique in physiology 将文字云作为生理学形成性评价的课堂技巧

IF 2.1 4区教育学

Advances in Physiology Education Pub Date : 2024-09-18 DOI: 10.1152/advan.00142.2023

Keba J, Vineetha K. Ramdas Nayak, Sajitha N, Himiki S

引用次数: 0

Development and evaluation of the active learning game “Who Am I?—Cellular Signal Transduction Edition”: the positive impact on undergraduate education 开发和评估主动学习游戏 "我是谁--细胞信号传导版"：对本科教育的积极影响

IF 2.1 4区教育学

Advances in Physiology Education Pub Date : 2024-09-18 DOI: 10.1152/advan.00242.2023

Kênia M. de Oliveira, Ana Clara de G. Fernandes, Gabriela M. Soares, Joel Alves da Silva, Everardo M. Carneiro, Helena C. L. Barbosa

引用次数: 0

The effect of exam retakes on future exam performance in a large classroom setting 在大班教学中，重考对未来考试成绩的影响

IF 2.1 4区教育学

Advances in Physiology Education Pub Date : 2024-09-18 DOI: 10.1152/advan.00217.2023

James T. Davis, Kristina Adams, Ashley Morgan

引用次数: 0

Application of cognitive load theory in reading English academic articles on medical education among Chinese undergraduate medical students 认知负荷理论在中国医学本科生医学教育英文学术文章阅读中的应用

IF 2.1 4区教育学

Advances in Physiology Education Pub Date : 2024-09-18 DOI: 10.1152/advan.00269.2023

Hui Bian, Xinyao Fu, Yuanyuan Wang, Sihai Xiong, Feiyu Chen, Yufei Yang, Di Gao

引用次数: 0

Teaching the distribution of pulmonary blood flow using a Starling resistor model and turbine flowmeters 利用斯塔林电阻模型和涡轮流量计教授肺血流分布

IF 2.1 4区教育学

Advances in Physiology Education Pub Date : 2024-09-18 DOI: 10.1152/advan.00234.2022

Felipe Xavier de Melo, César Augusto Melo-Silva, Veronica Moreira Amado

引用次数: 0

ABCs of providing constructive feedback to students during small group learning activities 在小组学习活动中向学生提供建设性反馈的 ABC

IF 2.1 4区教育学

Advances in Physiology Education Pub Date : 2024-09-18 DOI: 10.1152/advan.00131.2024

Krishna Mohan Surapaneni

引用次数: 0

Critical Analysis of Information Provided by ChatGPT on Lactate, Exercise, Fatigue, and Muscle Pain: Current Insights and Future Prospects for Enhancement 对 ChatGPT 提供的有关乳酸盐、运动、疲劳和肌肉疼痛的信息进行批判性分析：当前的见解和未来的改进前景

IF 2.1 4区教育学

Advances in Physiology Education Pub Date : 2024-09-12 DOI: 10.1152/advan.00073.2024

Rizia Rocha-Silva, Mila Alves Matos Rodrigues, Ricardo Borges Viana, Fernanda Patti Nakamoto, Rodrigo Luiz Vancini, Marilia Santos Andrade, Thomas Rosemann, Katja Weiss, Beat Knechtle, Claudio Andre Barbosa de Lira

引用次数: 0

Ultrasound technology as a tool to teach basic concepts of physiology and anatomy in undergraduate and graduate courses: a systematic review. 在本科生和研究生课程中将超声波技术作为教授生理学和解剖学基本概念的工具：系统综述。

IF 1.7 4区教育学

Advances in Physiology Education Pub Date : 2024-09-05 DOI: 10.1152/advan.00199.2023

Christopher D Johnson, Louise Davison, Emma C Graham, Eva M Sweeney

{"title":"Ultrasound technology as a tool to teach basic concepts of physiology and anatomy in undergraduate and graduate courses: a systematic review.","authors":"Christopher D Johnson, Louise Davison, Emma C Graham, Eva M Sweeney","doi":"10.1152/advan.00199.2023","DOIUrl":"https://doi.org/10.1152/advan.00199.2023","url":null,"abstract":"Many publications describe use of ultrasound imaging in teaching on clinical courses, primarily integrated with clinical applications. More recently there has been increasing numbers of papers describing ultrasound as a tool primarily for teaching basic anatomy and physiology concepts, rather than clinical applications. Of these, many described qualitative analysis with a consensus that its use was viewed very positively by students for aiding learning. Far fewer studies have attempted quantitative analysis to support this belief, and conclusions have been varied. A review of studies was conducted which included those that used ultrasound to teach physiology and anatomy concepts. Studies were excluded if they did not contain quantitative or qualitative assessment of efficacy. Medline and Embase databases were searched (16/11/22) and screened by two independent reviewers. Forty-six studies were included, with data extracted relating to cohort characteristics, ultrasound intervention, quantitative or qualitative assessments and any barriers to implementation. It was confirmed that both student and teacher opinions are extremely favourable in most cases. Although conclusions from quantitative studies were not as clear, there was evidence that ultrasound is at least as effective as more conventional teaching methods and could have significantly better performances in short-term assessments. However, varied methods of teaching intervention, experimental protocols and assessment of learning may have contributed to the lack of clarity. Within this context, some of the problems encountered with implementing ultrasound as an educational tool (such as financial and temporal constraints), and in conducting more definitive studies, are discussed.","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2024-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142141692","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 use of role-play in the learning of medical terminology for online and face-to-face courses. 在在线和面对面课程的医学术语学习中使用角色扮演。

IF 1.7 4区教育学

Advances in Physiology Education Pub Date : 2024-09-01 Epub Date: 2024-06-06 DOI: 10.1152/advan.00273.2023

Brenda L M Del Moral, Cinnamon L VanPutte, Barbara A McCracken

{"title":"The use of role-play in the learning of medical terminology for online and face-to-face courses.","authors":"Brenda L M Del Moral, Cinnamon L VanPutte, Barbara A McCracken","doi":"10.1152/advan.00273.2023","DOIUrl":"10.1152/advan.00273.2023","url":null,"abstract":"Student engagement while learning a new, unfamiliar vocabulary is challenging in health science courses. A group role-play activity was created to teach students medical terminology and learn why its correct usage is important. This activity brought engagement and relevance to a topic traditionally taught through lecture and rote memorization and led to the development of an undergraduate and a stand-alone introductory course to teach students medical terminology. The undergraduate course was designed to be a fully online medical terminology course for health science students and a face-to-face course for first-year dental students founded in active learning and group work. The course's centerpiece learning activity focused on using published case studies with role-play. In this group activity, students are challenged to interpret a published patient case study as one of the members of a healthcare team. This course models the group work inherent in modern health care to practice building community and practicing professional skills. This approach gives students the capacity to work asynchronously in a team-based approach using our learning management system's wiki tool and requires students to take responsibility for their learning and group dynamics. Students practice identification, writing, analyzing, and speaking medical terms while rotating through the roles. Students in both classes self-reported a 92% to 99% strong or somewhat agreement using a five-point Likert scale that the course pedagogy was valued and helpful in their learning of medical terminology. Overall, this method has proven to be an engaging way for students to learn medical terminology.NEW & NOTEWORTHY Role-play can engage students and encourage learning in identification, pronouncing, writing, and understanding medical terminology in multiple course formats.","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"578-587"},"PeriodicalIF":1.7,"publicationDate":"2024-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141262683","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