Advances in Physiology Education最新文献

{"title":"The Lymph Node Club: Where Lymphocytes Meet Their Antigen Soulmates.","authors":"Haroon Rashid, Nyla Dil","doi":"10.1152/advan.00190.2024","DOIUrl":"https://doi.org/10.1152/advan.00190.2024","url":null,"abstract":"<p><p>Teaching and learning immunology pose significant challenges due to its abstract and complex nature. However, the use of analogies, such as the lymph node club, can greatly aid in elucidating these abstract principles. This Perspective introduces a nightclub-themed analogy to help students visualize immune surveillance, activation, and response within lymph nodes. By mapping immune cell interactions to familiar social dynamics, the analogy enhances conceptual understanding of complex immunological processes. It discusses how the analogy can be integrated into health professions education, tailored to different learner levels, and thoughtfully framed to highlight both its advantages and limitations. It offers a creative, flexible tool for engaging students in immunology.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2025-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144735081","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":"Implementing GRATL and artificial intelligence in experiential learning of obesity physiology and etiology.","authors":"Zhiyong Cheng, Jinying Yang, Karla P Shelnutt","doi":"10.1152/advan.00025.2025","DOIUrl":"https://doi.org/10.1152/advan.00025.2025","url":null,"abstract":"<p><p>Learning and dissemination of obesity physiology and etiology knowledge are essential to prevention and treatment of this chronic disease through concerted efforts from both professionals and general public. In this paper, we describe an innovative Gain in Research Ability Test per Literature (GRATL) framework that integrates artificial intelligence (AI) into experiential learning (EL) of obesity physiology and etiology through community outreach projects. The GRATL framework sets seven areas of research competencies, i.e., Identify, Question, Plan, Conduct, Analyze, Conclude, and Communicate, as the anticipated learning outcomes (ALOs), and it navigates the design and implementation of research and learning activities. The quantitative matrix of GRATL navigated AI application through rigorous verification and assessed the growth of students' research ability. Our data suggest that the GRATL framework enhanced students' discipline knowledge, research ability, and career competency skills including communication, problem-solving, critical thinking, knowledge construction with AI assistance, teamwork, leadership, and self-management. In addition, the students helped the communities gain a better understanding of obesity and appreciated the roles of lifestyle behaviors in chronic disease. As the seven areas of research competencies are valued and observed across disciplines, the GRATL framework coupled with AI-assisted EL may be adjustable and scalable in teaching and learning of other subjects.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2025-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144719081","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":"Service-Learning for Trainees Through Health Education and Screening for Cardiometabolic Risk.","authors":"Matthew A Ladwig, Ezra Mutai, Grant S Thivierge, John J Durocher","doi":"10.1152/advan.00062.2025","DOIUrl":"https://doi.org/10.1152/advan.00062.2025","url":null,"abstract":"<p><p>Communities with high social vulnerability index (SVI), such as those served by our university, often suffer from difficulty accessing healthcare along with concomitantly high rates of hypertension, hyperlipidemia, and smoking. To help mitigate these issues, our team provided free health education seminars, screening services, and giveaway items to members of the local community. This was a 2-year project that also included the goal to provide opportunities for mentored service-learning for graduate and undergraduate students. Two undergraduate students and one graduate student assisted during year one, with two additional undergraduates joining in year two. During the first year, the faculty led seven health education seminars focused on the components of the American Heart Association (AHA) <i>Life's Simple 7^TM</i>. An eighth seminar on the importance of sleep was added in year two, aligning with the AHA's transition to <i>Life's Essential 8</i>^TM. Seminar attendees received cardiometabolic health-related educational materials and giveaway items. The health screenings included evaluations of blood pressure, body composition, cholesterol, triglycerides, blood glucose, and hemoglobin A1C, as well as assessment of physical activity, diet, and sleep via questionnaires. As the students facilitated the health screenings under faculty supervision, they gained competencies including participant communication, anthropometric measurement, vital sign assessment, body composition analysis, and survey administration. During this project, undergraduate and graduate students helped to provide health education and / or screening to 266 adults and 241 high school student participants. This program effectively served community members while offering students real-world experiences in health education and preventive care.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2025-07-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144683554","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":"Why Great Students Rarely Make It to Medical School: The Antithesis Between Medical Admissions and Intellectual Excellence.","authors":"Heidi L Lujan, Stephen E DiCarlo","doi":"10.1152/advan.00176.2025","DOIUrl":"https://doi.org/10.1152/advan.00176.2025","url":null,"abstract":"<p><p>What if the best students-the truly curious, creative, and intellectually fearless-are the very ones quietly filtered out by the admissions process? This Personal View confronts a hard truth: the medical admissions process, hailed as rigorous and fair, systematically selects against deep thinkers. By elevating GPA, MCAT scores, and strategically curated experiences, the system rewards compliance, performance, and risk avoidance-traits antithetical to authentic learning. Premedical education has become a crucible of conformity. Students quickly learn that exploration is dangerous, ambiguity is punished, and box-checking is everything. Great students-those who read widely, think deeply, and challenge assumptions-either contort themselves into applicants or quietly walk away. The result? A profession that mistakes obedience for excellence. This piece argues that the admissions process does not just miss great minds-it repels them. The consequence is not merely academic; it's clinical. When medicine favors superficial metrics over intellectual vitality, it cultivates practitioners who fear uncertainty, avoid reflection, and cling to algorithms instead of insight. Reform cannot be cosmetic. Holistic review, in its current form, is too often symbolic rather than substantive. If we want physicians who can think beyond protocols and adapt to complexity, we must stop selecting for test-takers and start selecting for thinkers. Until then, we will keep losing our most promising minds-not because they failed the system, but because the system failed them.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2025-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144651140","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":"Compatibility of eugenol anesthesia with classroom physiology experiments on nerve and muscle of frogs.","authors":"Katherine Ilah Rees, Jason M Blank, Skye Taylor Foucrier, Lauren Grace Hinrichs, Ryan Singh-Nabi Sekhon","doi":"10.1152/advan.00094.2025","DOIUrl":"https://doi.org/10.1152/advan.00094.2025","url":null,"abstract":"<p><p>Frogs serve as valuable model organisms for studying physiological responses of nerve, skeletal muscle, and the heart in undergraduate biology labs. Induced hypothermia prior to pithing is the traditional method of euthanasia, but some veterinary guidelines discourage this practice and recommend chemical anesthesia instead. However, the most commonly used anesthetic, MS-222, may negatively interfere with physiology experiments. We sought an alternative anesthetic and tested the hypothesis that eugenol anesthesia is compatible with classroom nerve and muscle experiments on frogs. Bullfrogs were euthanized after eugenol anesthesia or chilling. Additional groups of frogs were soaked in eugenol for extended durations of 30, 60, or 90 minutes beyond reflex loss. The sciatic nerve was stimulated while gastrocnemius force was measured using an isometric force transducer. The threshold voltage eliciting a muscle contraction and the peak isometric twitch force were recorded at 15-minute intervals for 2 hours. Eugenol reliably induced loss of reflexes in approximately 20 to 35 minutes. While eugenol increased the threshold voltage required for a muscle contraction and decreased force production, neuromuscular preparations maintained the ability to respond adequately to electrical stimulation, supporting eugenol's viability as an alternative anesthetic for classroom experiments. To further characterize the anesthetic's effects, isolated sciatic nerves were soaked in eugenol solutions and evaluated for compound action potential amplitude and action potential threshold voltage. Eugenol reduced maximum compound action potential amplitude and increased the action potential threshold voltage, with inhibitory effects dependent on the duration of exposure and reversible upon soaking in Ringer's solution.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2025-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144621102","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":"Qualitative assessment of the views of academic honesty among freshmen in a physiology-based program.","authors":"Emily J Ryan, Lori Sherlock, Edward Ryan, Miriam Leary","doi":"10.1152/advan.00109.2023","DOIUrl":"10.1152/advan.00109.2023","url":null,"abstract":"<p><p>Academic dishonesty is becoming more common among university students in science, technology, engineering, and mathematics (STEM)-based programs. This is concerning because these students hold positions of responsibility in their professional careers. The purpose of this qualitative study was to examine if a student's academic standing and/or first-generation (First-Gen) status would affect their views of academic integrity and dishonesty within their academic coursework. Freshmen completed reflections at the start and end of their first semester of college. Qualitative responses from their reflections were reviewed and organized into common themes. Students were grouped based on university matriculation criteria [high-school grade-point average (GPA), Standards Admissions Test (SAT), and the American College Test (ACT) scores and parental higher education status]. The primary findings of the study demonstrated that the students responded similarly to their views of academic honesty, but some themes were more prevalent across the groups (First-Gen, Honors, and Pre-Math). This study identified several areas to help STEM students in a physiology-based program gain a better understanding of academic integrity and dishonesty.<b>NEW & NOTEWORTHY</b> A qualitative investigation of the views of academic honesty among freshmen in a physiology-based program.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"291-296"},"PeriodicalIF":1.7,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143191293","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":"Discovering physiology: a high school student's journey into STEM: perspective and advice.","authors":"Krish Taneja, Steven Didik, Alexander Staruschenko","doi":"10.1152/advan.00008.2025","DOIUrl":"10.1152/advan.00008.2025","url":null,"abstract":"<p><p>Pursuing a career in science, technology, engineering, and mathematics (STEM) can be an exciting yet intimidating journey for high school students. This perspective provides a unique firsthand insight from a high school student working in a medical research laboratory and pursuing a STEM career. It explores the current high school STEM landscape, briefly covering coursework, university summer internships, and science fairs while discussing the importance of early STEM engagement and the opportunities and challenges students face. Additionally, this work highlights how fostering STEM interest at the high school level can enhance critical thinking and problem-solving skills essential for careers in fields such as engineering and artificial intelligence. Extracurricular opportunities, including the American Physiological Society Physiology Understanding (PhUn) Week and research internships, are also briefly covered. Furthermore, insights from a high school student, a Ph.D. student, and a principal investigator provide advice on gaining research experience. Finally, this <i>Perspectives</i> article discusses potential career pathways and opportunities that stem from early STEM engagement.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"482-485"},"PeriodicalIF":1.7,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143671640","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":"Meeting report: an interdisciplinary approach to addressing anxiety in undergraduate active learning biology courses.","authors":"Katelyn M Cooper, Sara E Brownell, Elisabeth E Schussler, Virginia R Downing, Logan E Gin, Kelly K McDonald, Randolph M Nesse, Carly A Busch, Benjamin J England, LaToya Grigler, Samantha A Maas, Marco Molinaro, Nicole L Nieset, Amy L Pate, Jed Rasmussen, Jessica L Schleider, Amina Y Simmons, Shawn L Spurgeon, Cynthia M Stonnington, Michael Trobiano","doi":"10.1152/advan.00147.2024","DOIUrl":"10.1152/advan.00147.2024","url":null,"abstract":"","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"405-415"},"PeriodicalIF":1.7,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143494470","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":"RAIN: a multistate research alliance to facilitate collaboration, increase student opportunities, and share core facility resources.","authors":"Brian Bothner, Shelley L Lusetti, Robert S Seville, Josh E Baker, Brian Barnes, Peter R Hoffmann, Carolyn J Hovde","doi":"10.1152/advan.00217.2024","DOIUrl":"10.1152/advan.00217.2024","url":null,"abstract":"<p><p>Since 2001, the National Institutes of Health (NIH) have funded the Institutional Development Award (IDeA) Network of Biomedical Research Excellence (INBRE) to expand biomedical research capacity among states in which NIH funding was historically low. The Western IDeA Region comprises seven states: Alaska, Hawaii, Idaho, Montana, New Mexico, Nevada, and Wyoming. Beginning in 2017, these states developed an interstate \"supernetwork\": the Regional Alliance of INBRE Networks (RAIN). RAIN's four initiatives are: <i>1</i>) holding regular INBRE program director/principal investigator (PD/PI) communication and strategy sessions; <i>2</i>) sharing research Core Facilities and programs; <i>3</i>) developing interstate undergraduate student research exchanges; and <i>4</i>) promoting interstate research collaborations. The seven INBRE PD/PIs meet monthly, usually virtually, to share administrative best practices, help each other problem-solve, and support one another's competitive renewals. Sharing IDeA-built Core Facilities and programs offers unique and/or faster services for researchers, without states needing to duplicate core capabilities. This substantially reduced costs. In 2019, ID-, MT-, and NM-INBREs estimated that sharing their existing Core Facilities and services saved $27.6 million over the course of one 5-yr funding cycle. Each undergraduate summer research program is open to other RAIN state students, with 29 student participants thus far. Faculty interdisciplinary research is promoted by a Collaboration Studio and special funding. To date, RAIN support has led to 18 scientific presentations, 12 peer-reviewed publications, and generated $1,400,000 in new NIH grants. RAIN is a model for other programs to share best practices, enhance interdisciplinary collaborations, limit redundant infrastructure, and share research/mentoring expertise.<b>NEW & NOTEWORTHY</b> The IDeA Network of Biomedical Research Excellence (INBRE) programs in all seven Western region states formed an alliance to compensate for an essentially static National Institutes of Health (NIH) budget but a growing dynamic mission. Biomedical research capacity has grown and our collaboration model benefits grant renewal, access to research Core Facilities, student preparation for the workforce, and faculty interdisciplinary solutions for complex medical problems.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"374-385"},"PeriodicalIF":1.7,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12184880/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143416157","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","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 integrative teaching at undergraduate level.","authors":"Rémi Cadet","doi":"10.1152/advan.00231.2024","DOIUrl":"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 the 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 in secondary education.<b>NEW & NOTEWORTHY</b> A proposal for teaching of human physiology at the undergraduate level in a science faculty outlines a pedagogical progression centered on cellular requirements for nutrients and oxygen. Rather than being taught independently, the three nutrition functions, circulation, respiration, and digestion, are interrelated and functional similarities are highlighted. The core concepts of physiology are thus more integrated at the organism level, with an emphasis on common mechanisms rather than specific structures.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"599-603"},"PeriodicalIF":1.7,"publicationDate":"2025-06-01","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}