Advances in Physiology Education最新文献

{"title":"A physiological laboratory activity to explore the senses and stimulate discussion of diverse career pathways and applications of sensory physiology.","authors":"Shona A McQuilken","doi":"10.1152/advan.00231.2025","DOIUrl":"10.1152/advan.00231.2025","url":null,"abstract":"<p><p>Physiology students are often uncertain about the range of career paths available to them beyond traditional research and health care roles. Embedding career awareness within the curriculum offers a way to address this gap while enhancing disciplinary learning. This article presents sensory physiology laboratory activities on touch, balance, taste and smell, and vision that can be used to prompt a discussion of diverse career options for physiology graduates by exploring the real-world applications of the physiological concepts.<b>NEW & NOTEWORTHY</b> Embedding careers into curricula is essential. Here, a collection of laboratory activities related to the physiology of the senses is described, along with prompts to stimulate discussion of real-world applications of the concepts and their related careers.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"789-799"},"PeriodicalIF":1.7,"publicationDate":"2026-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148007357","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":"Teaching thyroid physiology through art: an integrative and historical pedagogical approach.","authors":"Josiane Campos Cruz","doi":"10.1152/advan.00003.2026","DOIUrl":"10.1152/advan.00003.2026","url":null,"abstract":"<p><p><b>NEW & NOTEWORTHY</b> This article presents an illustrative pedagogical approach, grounded in my experience with the PhysioArt project, demonstrating how artworks can be used as teaching resources in physiology. Using thyroid physiology as an example illustrates how guided analysis of art can promote student engagement and integrative understanding. Rather than providing a comprehensive evaluation of educational outcomes, this work aims to inspire educators to explore art as a methodological strategy in physiology teaching.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"863-869"},"PeriodicalIF":1.9,"publicationDate":"2026-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148341039","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":"Using learning assistants to engage students in case/problem-based learning in a physiology course.","authors":"Christine M Mavilian, Roshini Ramachandran","doi":"10.1152/advan.00121.2024","DOIUrl":"10.1152/advan.00121.2024","url":null,"abstract":"<p><p>This article details the design and first-time implementation of case/problem-based learning (C/PBL) and learning assistants (LAs) in conjunction in an upper-division physiology course within the Department of Integrative Biology and Physiology at UCLA, with the aim of evaluating their combined influence on student perception of metacognition and disciplinary identity through matched pre- and postcourse survey responses. A majority of students reported that C/PBL worksheets and LAs were integral to their learning experience, with students reporting gains in critical thinking, engagement, confidence, and sense of belonging in the physiology major. Matched pre- and postanalyses showed increases in self-reported metacognitive practices such as self-questioning and goal-setting. Demographic subgroup comparisons revealed broadly similar outcomes, with modest advantages for students with STEM family backgrounds, suggesting that students across diverse subgroups perceived these interventions as beneficial. We envision that this work will assist faculty in considering the adoption of these approaches together as evidence-based strategies for enhancing engagement and identity in physiology education.<b>NEW & NOTEWORTHY</b> This article details the design and implementation of case/problem-based learning and learning assistants concomitantly within a core physiology course at UCLA. Student feedback through pre- and postcourse surveys highlight how these pedagogical approaches may enhance student learning attitudes and disciplinary identity within the major. This work suggests that case/problem-based learning and learning assistants can be used hand in hand as tools for promoting engagement and inclusion in similar courses, though further controlled studies are needed.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"728-738"},"PeriodicalIF":1.7,"publicationDate":"2026-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147943530","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":"Competency-based education and core concepts in physiology.","authors":"Dee U Silverthorn","doi":"10.1152/advan.00065.2026","DOIUrl":"10.1152/advan.00065.2026","url":null,"abstract":"<p><p>Competency-based education (CBE) is a method of curriculum design that focuses on what students should know and be able to do at the end of a course of study. CBE defines skill and behavior outcomes in addition to the acquisition of knowledge. Medical education standards based on CBE are found widely around the world, but outside of professional education, basic science programs and instructors have been slower to define their desired competencies and map them onto existing courses. This review examines the history of CBE and how it has evolved in the biomedical science community. The challenge facing American physiology educators is to define the content knowledge that is most appropriate for their cohort of students. One possibility is to use the growing global interest in physiology core concepts to supplement the scarcity of published physiological knowledge competencies.<b>NEW & NOTEWORTHY</b> As institutions and accrediting bodies increase their focus on outcomes, educators are being asked to implement competency-based education (CBE) in curriculum design. Resources for skill and behavior competencies are well documented, but physiological knowledge outcomes for undergraduate and professional students are not. This article reviews the history of CBE in the biomedical sciences and proposes a strategy for using core concepts in physiology to augment existing learning outcomes.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"818-835"},"PeriodicalIF":1.9,"publicationDate":"2026-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148007370","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":"Adaptations to intertidal life: divergence of energy metabolism enzyme pathways in marine polychaetes.","authors":"Pierre Rioux, Alain Caron, Jonathan Coudé, Nelly Tremblay, Pierre U Blier","doi":"10.1152/advan.00115.2024","DOIUrl":"10.1152/advan.00115.2024","url":null,"abstract":"<p><p>To engage undergraduate marine biology students and demonstrate the relevance of energy metabolism to their field, we developed laboratory activities that integrate cellular metabolism with the biology of marine invertebrates. Our approach has the potential to uncover specific adaptations in energy pathways associated with hypoxia tolerance. A key difference between marine invertebrates and vertebrates lies in their anaerobic metabolism. Whereas vertebrates typically utilize lactate dehydrogenase (LDH) to produce lactate as the end product of anaerobic glycolysis, marine invertebrates employ a variety of dehydrogenase pathways. This diversity enables efficient anaerobic energy production and reduces the accumulation of harmful by-products. We used two abundant polychaete species (<i>Nephtys caeca</i> and <i>Alitta virens</i>) found on the eastern Atlantic coast of Canada. Students measured the maximal activities of key enzymes of anaerobic (LDH, pyruvate kinase, and opine dehydrogenases) and aerobic (electron transport system, pyruvate kinase, malate dehydrogenase, and aspartate aminotransferase) metabolism. The presence of two opine dehydrogenases (strombine and alanopine) was observed in <i>N. caeca</i>, whereas LDH activity was marginal. Opine dehydrogenases are homologous to LDH and help buffer acidification during hypoxia. In <i>A. virens</i>, only LDH is present. As a general marker of aerobic capacity and hypoxia tolerance in invertebrates, malate dehydrogenase activity was high in both species. This laboratory activity introduces undergraduate students to metabolic adaptations and alternative energy pathways in marine life, particularly in the intertidal zone. This activity, conducted at the beginning of the semester, captured their interest and motivated them to study the key theoretical concepts governing animal energetic metabolism.<b>NEW & NOTEWORTHY</b> Polychaetes (bristle worms) are common in the marine coastal area of the North Atlantic. Some are active, and others are more sedentary, but most of them are regularly exposed to hypoxic conditions. To reveal potential adaptations that meet their bioenergetic requirements, students explored their cellular enzymatic machinery and compared two species in terms of their strategies for exploiting the habitat.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"953-962"},"PeriodicalIF":1.9,"publicationDate":"2026-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148413480","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":"Diagnostic instruments in extended curriculum programs: a scoping review.","authors":"Lunelle Pienaar, Gaironeesa Hendricks, Elmi Badenhorst, Desmond Kuupiel","doi":"10.1152/advan.00076.2026","DOIUrl":"10.1152/advan.00076.2026","url":null,"abstract":"<p><p>This study maps and synthesizes the existing body of literature on diagnostic tools and tests used within extended curriculum programs (ECPs) in higher education. Diagnostic assessment plays an important role in informing admission, placement, and early academic support within ECPs. The evidence based on the types, uses, and quality of diagnostic instruments, particularly within the South African higher education system, remains fragmented. This scoping review was conducted in accordance with the Arksey and O'Malley framework, as refined by Levac et al. (Levac D, Colquhoun H, O'Brien KK. <i>Implement Sci</i> 5: 69, 2010). Five electronic databases were systematically searched for empirical studies published between 2017 and 2025. Studies examining diagnostic assessment instruments used for admission, placement, or academic support in higher education were eligible for inclusion. Nine empirical studies met the inclusion criteria. Quantitative designs were utilized eight times (<i>n</i> = 8; 88.88%), representing diverse regions of the world. Three studies (33.33%) focused explicitly on health sciences education, primarily within medical training contexts. Diagnostic instruments commonly assessed cognitive or discipline-specific knowledge, as well as academic literacy or language proficiency. Diagnostic scores were predominantly used to predict how prepared students are for higher education or identify students at risk of academic difficulty. Only one study focused explicitly on ECP students. Evidence supporting the validity and reliability of diagnostic instruments was inconsistently reported, and limited attention was given to fairness, cultural responsiveness, and contextual relevance. The study findings highlight the need for validated ECP-specific diagnostic tools to support equitable student success.<b>NEW & NOTEWORTHY</b> We propose a framework for diagnostic instrument development that incorporates cultural appropriateness, to ensure that the instrument respects and aligns with cultural norms; contextual relevance, ensuring that the instrument is suitable for specific situations; persistence, which evaluates students' ability to continue despite challenges; psychosocial skills, which assesses social and emotional competencies; life skills, which measures practical abilities needed for daily life; content knowledge, which evaluates understanding of specific subjects; and cognitive abilities, which assesses cognitive abilities.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"1018-1029"},"PeriodicalIF":1.9,"publicationDate":"2026-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148450461","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":"Public health frameworks increase student's ability to propose solutions addressing health inequity.","authors":"Evan J Nessen, Jessica L Fetterman, Jesse D Moreira-Bouchard","doi":"10.1152/advan.00101.2026","DOIUrl":"10.1152/advan.00101.2026","url":null,"abstract":"<p><p>Sexual and gender minority (SGM) adults, as well as Black, Indigenous, and People of Color (BIPOC), face inequities regarding cardiovascular disease (CVD) risk in the United States compared to their heterosexual and White counterparts. We previously found that prehealth students experience low baseline knowledge concerning CVD risks among historically marginalized communities and struggle to propose interventional strategies that could reasonably address these disparities. We hypothesize that incorporating public health approaches that address behavior change (e.g., the health belief model) into a pathophysiology lecture enhances students' ability to problem solve regarding health disparity in SGM and BIPOC communities. A single lecture intervention was delivered to 100 students enrolled in a cardiovascular pathophysiology course. Paired pre- and postintervention surveys evaluating both subjective and objective learning outcomes were used to assess the efficacy of our intervention. Twenty-nine students answered the prelecture survey, and twelve students answered our postlecture survey. Students' knowledge of the mechanistic factors contributing to CVD disparities in BIPOC and SGM populations, and their ability to create solutions addressing these disparities, increased after the lecture intervention. Furthermore, the addition of public health intervention frameworks moderately improved students' ability to propose novel intervention strategies in a population-specific manner. Teaching interdisciplinary models of intervention to physiology students may represent a novel approach that enhances their ability to generate approaches to reducing CVD risk in marginalized communities.<b>NEW & NOTEWORTHY</b> The present study finds that teaching methods from public health disciplines in the physiology classroom improve students' understanding of how to develop ideas to reduce cardiovascular disease (CVD) inequities. Our data support the notion that a multidisciplinary approach on the part of the instructor, integrating disciplinary knowledge from outside of physiology, is an effective approach to enhance problem-solving skills regarding CVD in marginalized populations.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"1004-1010"},"PeriodicalIF":1.9,"publicationDate":"2026-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148450481","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":"Beyond content mastery: integrating executive function training with core concepts as a neurocognitive scaffold for physiology learning.","authors":"María Eugenia Sánchez-Briones, Aguilmar Fernando Pozos Guillén, Macrina Beatriz Silva Cázares, María Luisa García-Gomar, Agustín Jaime Negrete-Cortés","doi":"10.1152/advan.00310.2025","DOIUrl":"10.1152/advan.00310.2025","url":null,"abstract":"","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"747-750"},"PeriodicalIF":1.7,"publicationDate":"2026-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147976962","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":"Exploring flipped classrooms in undergraduate anatomy and physiology courses: a systematic review.","authors":"Maggie L Hearns, Robin Kay, Laura Banks","doi":"10.1152/advan.00223.2025","DOIUrl":"10.1152/advan.00223.2025","url":null,"abstract":"<p><p>We conducted a systematic review to investigate the effect of implementing flipped classroom designs on academic performance and student satisfaction in undergraduate anatomy and physiology courses. We used the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) framework and searched databases (EBSCO Medline and EBSCO Eric) with the terms \"flip* class,\" \"anatomy,\" and \"physiology.\" Original research articles were limited to peer-reviewed, quantitative, and/or mixed-methods studies published between 2010 and 2025. Three main themes emerged from the 11 articles reviewed, including positive gains in academic performance (<i>n</i> = 10/11 studies reporting; 91% studies) and student satisfaction (<i>n</i> = 10/11 studies reporting; 91% studies). While low effect sizes were found in most studies, none of these studies reported a negative effect for flipped classroom interventions. Structured teaching strategies and curriculum design appear to be important determinants of performance and satisfaction. Studies on flipped classrooms in undergraduate anatomy and physiology courses indicated positive changes in academic performance and student satisfaction linked to a well-designed curriculum. Methodological limitations in the studies reviewed include the absence of demographic analysis, minimal or absent descriptions of flipped classroom curriculum design, inadequate data reporting, and the absence of randomized comparison groups. Future research needs to focus on refining and standardizing the quality of preclass materials and exploring strategies to enhance student compliance and engagement with preclass content. Additional studies could all focus on identifying the factors that contribute to both the successes and limitations of the flipped classroom, particularly in complex courses such as anatomy and physiology, where unique challenges may arise.<b>NEW & NOTEWORTHY</b> Our systematic review shows that flipped classrooms in undergraduate anatomy and physiology courses can boost academic performance and student satisfaction, especially when paired with well-structured curriculum design. These findings highlight both the promise of flipped learning and the need for stronger, more consistent research in this area.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"760-767"},"PeriodicalIF":1.7,"publicationDate":"2026-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147976918","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":"A two-part hybrid session for teaching cardiac and venous function curves.","authors":"Komal Marwaha, Herb Janssen","doi":"10.1152/advan.00301.2025","DOIUrl":"10.1152/advan.00301.2025","url":null,"abstract":"<p><p>Cardiac and venous function curves can be challenging for first-year medical students, especially when abstract concepts are presented without opportunities to apply them. To address this, we implemented a simple two-part hybrid session combining a brief conceptual foundation with guided clinical case discussions. In the first 30 min, students reviewed core curve relationships through instructor-led questioning and visual representations. The remaining time focused on small-group and whole class analysis of a small set of clinical scenarios, where students predicted curve shifts and explained their reasoning. The cases were sequenced from simple to more complex situations to scaffold students' understanding and support progressive integration of concepts. The structure promoted active participation, frequent check-ins for understanding, and clearer links between physiology and clinical findings. The approach was easy to deliver, required minimal resources, and generated strong engagement. This Illumination article shares the session format so others may adapt it.<b>NEW & NOTEWORTHY</b> Cardiac and venous function curves are difficult for early learners because the relationships are abstract and graphically complex. This Illumination article describes a simple two-part hybrid session that integrates a short conceptual review with guided case-based reasoning to help students use function curves in clinical contexts. The activity requires minimal resources, promotes active participation, and can be adapted to varied instructional settings. Including brief clinical scenarios helps learners connect physiology with clinical presentations.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"841-844"},"PeriodicalIF":1.9,"publicationDate":"2026-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148220522","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}