Advances in Physiology Education最新文献

{"title":"Associations between heart size, anthropometric and cardiovascular indicators - an undergraduate physiology teaching laboratory.","authors":"Madyson O Hintz, Aisya S Ahmad Zamri, Elizabeth W Erickson, Frosina Barlev, Sean Coffey, Regis R Lamberts","doi":"10.1152/advan.00254.2024","DOIUrl":"https://doi.org/10.1152/advan.00254.2024","url":null,"abstract":"<p><p>Heart size is a critical indicator of cardiovascular health, and influenced by various anthropometric measures, such as age, sex, body height, body weight, fat free mass, and associates with hand palm diameter. Understanding the relationship between heart size and these anthropometric indicators is vital for clinical practice and for understanding and exploring the anatomy and physiology of the heart. We designed a physiology teaching laboratory for second-year undergraduate students to facilitate this understanding. The laboratory had three primary learning objectives: 1. To observe heart size measurement using ultrasound by a professional cardiac sonographer. 2. To measure anthropometric parameters (age, sex, body height, body weight, body fat percentage, and hand palm diameter) alongside cardiovascular measures (heart rate and blood pressure). 3. To comprehend the basic qualitative and quantitative relationships between heart size and both the anthropometric and cardiovascular measurements.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2025-03-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143732879","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 use of AI large language models 1 by university students for assignment preparation.","authors":"Hui Chen, David Van Reyk, Brian G Oliver","doi":"10.1152/advan.00181.2024","DOIUrl":"https://doi.org/10.1152/advan.00181.2024","url":null,"abstract":"<p><p>Using an opportunity where students were explicitly permitted to use artificial intelligence (AI) applications to prepare an assignment, we compared the practices and beliefs of two distinct student cohorts: second-year Science students at a large metropolitan university in Australia and students at a partner institution in the People's Republic of China. Data from an anonymous survey revealed that over 50% of students employed AI tools, primarily for idea generation and initial drafting, instead of using these tools as a source of text they would use in the assignments without editing or attribution. Reasons for use showed differences between native English speakers, their non-native speaking classmates, and their classmates attending the PRC campus. Across the cohorts, there was a measured engagement with AI tools when preparing assignments. Notably, all cohorts declared a greater willingness to use such tools if institutional licenses were made available. Most students believed that they would use AI in their future professional roles and that their institutions should be providing guidance on the proper use of AI tools. At the Australian campus, sanctioning the use of AI in preparing the class assignment was not associated with any change in the average assignment marks from those gained by a cohort from the previous year where no sanction was in place. At the same time, there was a significant improvement in the average mark for the PRC students, which was associated with the same sanction.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2025-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143702136","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":"Practice it to ace it: Students writing practice questions for tests.","authors":"Yoojin Choi, Lekelia D Jenkins, Gregory J Crowther","doi":"10.1152/advan.00172.2024","DOIUrl":"https://doi.org/10.1152/advan.00172.2024","url":null,"abstract":"<p><p>Asking students to write practice questions for tests is an active learning strategy utilized to facilitate understanding and application of course material. The use of student-generated questions has been studied in medical education and other academic fields but not in undergraduate Anatomy and Physiology (A&P) education. Mixed results from existing literature hint at three possibly important components of effective assignments for students writing test questions: assignment structure, instructor/expert feedback, and alignment with summative assessment. Accordingly, this study investigated the impact of each of these components on students' learning or perceptions of learning. Our methods included (A) a reanalysis of papers on medical student question-writing, (B) a survey of 22 A&P instructors who have tried this method, and (C) detailed studies of efforts at two institutions to implement structured discussion-board assignments in which undergraduate A&P students write and share practice questions. Collectively, these approaches revealed positive correlations between each of the three components and students' learning or perception thereof. In light of these data - especially our students' satisfaction with our implementation of discussion-board assignments - we suggest that structured question-writing and question-sharing activities with instructor feedback and clear connections to summative assessment can increase student engagement and learning.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2025-03-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143651869","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":"To disrupt the traditional compartmentalized learning of nutrition functions, a proposition for an integrative teaching at undergraduate level.","authors":"Rémi Cadet","doi":"10.1152/advan.00231.2024","DOIUrl":"https://doi.org/10.1152/advan.00231.2024","url":null,"abstract":"<p><p>Rather than an anatomy-centered study of the nutrition functions of the body (circulation, respiration, food digestion and intestinal absorption of nutrients) - as found in undergraduate physiology textbooks - a more integrative, mechanistic approach to teaching human physiology at undergraduate level in science faculties is presented. Starting from the cell's needs for nutrients and oxygen, this proposal highlights the way in which each organ or apparatus ensures cell function. Then the fundamental physiological concepts of structure-function relationships and matter gradients can be constructed by considering the physicochemical mechanisms involved. The diversity of devices found in circulatory, ventilatory and digestive systems is then examined through the prism of the mechanisms used to maintain gradients in nutrient concentration or gas partial pressure through exchange surfaces. Finally, the systems controlling nutrition functions are studied in fluctuating physiological contexts, such as during physical exercise or fasting. The presented pedagogical approach emphasizes the integration of functions on an organism-wide scale, and focuses teaching on basic mechanisms rather than on the description of structures, while ensuring the transferability of physiological concepts. This pedagogical approach seems particularly relevant for the training of undergraduate students intending to teach biology at secondary education.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2025-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143626772","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":"PARASITOPHYSIOART: EXPLORING THE INTERSECTION OF ART, PHYSIOLOGY, AND PARASITOLOGY ON STUDENTS´ PERCEPTION AND MOTIVATION.","authors":"Maria Victória Patrício da Silva, Pedro Henricke Oliveira de Souza, Ana Luíza Rocha Teixeira Faria Fernandes, Marcos Ruan Sousa Lima, Camilly Cristinne do Nascimento Silva, Fabiola da Cruz Nunes, Josiane Campos Cruz","doi":"10.1152/advan.00165.2024","DOIUrl":"https://doi.org/10.1152/advan.00165.2024","url":null,"abstract":"<p><p>This study explores the impact of integrating art into the teaching of physiology and parasitology to enhance student engagement, motivation, and perception. Thirty-seven biotechnology students from the Federal University of Paraíba, Brazil, enrolled in human physiology and parasitology courses and participated in the innovative ParasitoPhysioart project. The students were tasked with recreating artworks illustrating key parasitology concepts and their physiological effects on the human body. For instance, one group reinterpreted Wassily Kandinsky's \"Several Circles\" to represent the lifecycle of <i>Toxoplasma gondii</i> and its effect on the eyes, highlighting how the parasite, transmitted through contaminated soil or food, can invade various organs, including the retina and choroid, potentially leading to blindness. Another group reimagined Clovis Jr.'s \"Nossa Senhora Aparecida,\" replacing the original branches with drawings of <i>Ascaris lumbricoides</i>, a parasite transmitted through contaminated fruits or vegetables. The artwork emphasized the parasite's impact on the lungs, which can cause symptoms such as cough, dyspnea, and hemoptysis. A voluntary survey answered after the project revealed that 62% of students (n=39) considered physiology challenging. However, about 86% reported that the multidisciplinary approach of combining art with scientific concepts motivated them to study and helped them better understand the disciplines. Results suggest that the artistic reinterpretations vividly illustrated the intersection of parasitology and physiology, highlighting this interdisciplinary approach's educational and creative potential.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2025-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143587992","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 ChatGPT Fact-Check: exploiting the limitations of generative AI to develop evidence-based reasoning skills in college science courses.","authors":"Ursula Holzmann, Sulekha Anand, Alexander Y Payumo","doi":"10.1152/advan.00142.2024","DOIUrl":"10.1152/advan.00142.2024","url":null,"abstract":"<p><p>Generative large language models (LLMs) like ChatGPT can quickly produce informative essays on various topics. However, the information generated cannot be fully trusted, as artificial intelligence (AI) can make factual mistakes. This poses challenges for using such tools in college classrooms. To address this, an adaptable assignment called the ChatGPT Fact-Check was developed to teach students in college science courses the benefits of using LLMs for topic exploration while emphasizing the importance of validating their claims based on evidence. The assignment requires students to use ChatGPT to generate essays, evaluate AI-generated sources, and assess the validity of AI-generated scientific claims (based on experimental evidence in primary sources). The assignment reinforces student learning around responsible AI use for exploration while maintaining evidence-based skepticism. The assignment meets objectives around efficiently leveraging beneficial features of AI, distinguishing evidence types, and evidence-based claim evaluation. Its adaptable nature allows integration across diverse courses to teach students to responsibly use AI for learning while maintaining a critical stance.<b>NEW & NOTEWORTHY</b> Generative large language models (LLMs) (e.g., ChatGPT) often produce erroneous information unsupported by scientific evidence. This article outlines how these limitations may be leveraged to develop critical thinking and teach students the importance of evaluating claims based on experimental evidence. Additionally, the activity highlights positive aspects of generative AI to efficiently explore new topics of interest, while maintaining skepticism.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"191-196"},"PeriodicalIF":1.7,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143015725","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Student perceptions of the usefulness of core concepts when reasoning in physiology.","authors":"Elijah J Cole, Jennifer H Doherty","doi":"10.1152/advan.00198.2024","DOIUrl":"10.1152/advan.00198.2024","url":null,"abstract":"<p><p>Research shows that when students use core concepts to guide their reasoning, they are able to construct more accurate, mechanistic explanations. However, there is scant research exploring student's perceptions of the usefulness of core concepts. Knowing students' perceptions could be influential in encouraging faculty to adopt core concept teaching strategies. In this study, we investigated how students perceive the usefulness of using the physiology core concepts to guide their reasoning. We collected the perceptions of undergraduate science majors who had completed Introductory Biology II, which was taught using a subset of physiology core concepts. Eleven student volunteers were interviewed using a semistructured protocol, and 22 students provided end-of-semester reflections. Using a constant comparative method, we identified four emergent themes in students' perceptions: core concepts guide reasoning, core concepts support reasoning and learning across topics and disciplines, core concepts build self-efficacy in reasoning, and drawn core concept tools visualize reasoning. These findings suggest that core concepts, when used as tools to reason with, help students explain rather than memorize physiological phenomena, thus supporting deeper learning and transfer of knowledge to novel contexts. We also found that drawn scaffolding tools play a critical role in helping students organize their thinking, making abstract systems more approachable and supporting mechanistic reasoning. This study is the first qualitative analysis examining students' perceptions of the role core concepts of physiology play in their learning and reasoning processes.<b>NEW & NOTEWORTHY</b> We explore how students perceive the benefits of using physiology core concepts in their learning. Students believe core concepts guide and strengthen their reasoning across topics, while improving their confidence in their ability to understand and reason. Our findings provide useful insights for educators on why and how they should integrate the core concepts of physiology into their teaching.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"166-176"},"PeriodicalIF":1.7,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142856065","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The landscape of undergraduate introduction to exercise science courses.","authors":"Samantha Johnson, Jessica K Fleming, Mary Stenson, Astrid Mel, Katherine Spillios, Jennifer Caputo","doi":"10.1152/advan.00174.2024","DOIUrl":"10.1152/advan.00174.2024","url":null,"abstract":"<p><p>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, and 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.<b>NEW & NOTEWORTHY</b> Although introductory courses are important gateways to the exercise science major, there is a lack of consensus on content and delivery. Among institutions across the United States, introductory class size and mode of delivery varied, as well as who could enroll in and who taught the course. Course characteristics were related to institution type and major size. Relationship building and knowledge acquisition were perceived by faculty as key benefits of introductory classes for students and programs.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"63-68"},"PeriodicalIF":1.7,"publicationDate":"2025-03-01","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}

{"title":"Sympathetic nerves, salivary secretion, and the parched mouth of fear: unraveling historical perspectives on persistent contradiction in physiology textbooks.","authors":"Yuri Zagvazdin, Anastasia Mashukova, Cheryl Purvis","doi":"10.1152/advan.00059.2024","DOIUrl":"10.1152/advan.00059.2024","url":null,"abstract":"<p><p>We have observed two starkly contradictory notions regarding the sympathetic influence on the salivary outflow in discussions with our students. Most of them believe that sympathetic nerves decrease salivation and are antagonistic to parasympathetic nerves. Some students, however, show awareness of the cooperative stimulatory action of both types of autonomic fibers. We have found a similar dichotomy in the descriptions of the sympathetic effect on secretion of the main salivary glands and their inconsistent illustrations in Anatomy/Physiology textbooks. We have investigated the historical roots of this discrepancy. Ludwig discovered excitatory actions of both parasympathetic and sympathetic nerves on salivary flow by 1856. The next year, Czermak proposed the hypothesis of an inhibitory effect of sympathetic nerves, observing their interference with salivation induced by the chorda tympani (i.e., parasympathetic) stimulation. Bernard and Eckhard soon confirmed Ludwig's findings, but Czermak's notion persisted because sympathetically evoked salivation was unstable and potentially abatable by glandular vasoconstriction. The salivary secretory response to moderate sympathetic nerve electrostimulation was reaffirmed by Langley who also discovered salivation in response to adrenaline injection at the beginning of the 20th century. A few years later, Cannon, on a purely theoretical basis, attributed the sensation of dry mouth occasionally associated with fear to hyposalivation induced by elevated sympathetic discharge. Despite subsequent researchers' inability to find unequivocal evidence of salivary flow reduction by sympathetic activation, Cannon's assumption gained acceptance in some textbooks. Most Anatomy/Physiology textbook authors, however, recognized the excitatory action of sympathetic nerves on salivary glands established by Ludwig and Bernard.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"105-126"},"PeriodicalIF":1.7,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142741270","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Enhancing student understanding of cardiovascular disease burden in marginalized communities in the physiology classroom.","authors":"Jesse D Moreira-Bouchard, Lisa M Roberts, Vanessa Silva, Evan J Nessen, Karan K Smith, Carl G Streed, Jessica L Fetterman","doi":"10.1152/advan.00182.2024","DOIUrl":"10.1152/advan.00182.2024","url":null,"abstract":"<p><p>Physiology education is at the core of biomedical science and medicine. Physiology unites multiple disciplines to explain the mechanisms whereby a risk factor is associated with disease. Race, ethnicity, sexual orientation, and gender identity are associated with risk of cardiovascular disease (CVD). Minority stress theory attempts to explain the association of identity variables in sex and gender minority (SGM) and Black, Indigenous, and people of color (BIPOC) populations with CVD. However, instruction on how to effectively incorporate the ways that social determinants of health are linked to disease outcomes in marginalized populations, such as the SGM and BIPOC communities, is needed. We investigated the efficacy of teaching minority stress theory concepts in a single lecture in an upper-level cardiovascular pathophysiology course (<i>N</i> = 44 students). To test students' understanding of minority-related disease, we used both subjective and objective measures to evaluate student understanding before and after the lecture. Student self-assessment of understanding of health disparity physiological mechanisms and lifestyle and pharmacological interventions to reduce health disparities in SGM communities increased post intervention. We observed similar results of self-assessment of understanding of health disparity physiological mechanisms and appropriate lifestyle and pharmacological interventions to reduce health disparities regarding the BIPOC community. Our findings suggest that integrating social determinants of health into pathophysiology courses may result in a more inclusive-minded scientific and medical workforce.<b>NEW & NOTEWORTHY</b> Physiology education has historically lacked the inclusion of the social determinants of health and discussion of medically marginalized communities. Here, we show that discussion of cardiovascular disease and psychosocial stress in marginalized communities improves student understanding of the distribution of and causes of cardiovascular disease in marginalized groups. We conclude that more physiology instructors should include discussions on chronic diseases within multiple communities and programs should incorporate social determinants of health into their curricula.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"230-239"},"PeriodicalIF":1.7,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142985662","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}