Advances in Physiology Education最新文献

{"title":"Muddy Mondays, Working Wednesdays, Freaky Fridays: how physiology course structure and weekly rhythms support student development of transferable skills.","authors":"Karen M Wells, Paul Eubig, Madison Lee Livingston, Bryana M Bush, Ava Jane Scarpaci, Jaidyn Schultz, Renata Maria Stanescu, Dax Ovid","doi":"10.1152/advan.00285.2025","DOIUrl":"10.1152/advan.00285.2025","url":null,"abstract":"<p><p>To advance efforts for assessing professional development in undergraduate physiology coursework, our study investigates how students described aspects of course structure in an introductory physiology course in relation to transferable skills for other professional pursuits. The study context was a large-enrollment undergraduate physiology course that was redesigned to use weekly classroom assessment techniques and active learning. Based on the theoretical framework of transfer of learning and the principles of Universal Design for Learning (UDL) informed by critical disability theory, we conducted a qualitative inquiry of written responses through deductive and inductive content analysis. We found that the vast majority of students described how aspects of course structure supported their transferable skill development, often highlighting the weekly rhythm: Muddy Mondays, Working Wednesdays, and Freaky Fridays. Furthermore, students provided evidence of applying strategies from a single course to other courses, in alignment with UDL principles as well as the Physiology Majors Interest Group (P-MIG) career competencies. Our study offers a comprehensive overview of how multiple components of course structure can support transferable skill development, with implications for education researchers who assess and instructors who apply active learning strategies in instructional design for undergraduate physiology courses.<b>NEW & NOTEWORTHY</b> In alignment with Universal Design for Learning principles as well as the Physiology Majors Interest Group (P-MIG) career competencies, this study offers a comprehensive overview of how multiple components of course structure can support transferable skill development, with implications for education researchers who assess and instructors who apply active learning strategies in instructional design for undergraduate physiology courses.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"640-663"},"PeriodicalIF":1.9,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147788221","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":"An exam is a moral document.","authors":"Gregory J Crowther","doi":"10.1152/advan.00041.2026","DOIUrl":"10.1152/advan.00041.2026","url":null,"abstract":"<p><p><b>NEW & NOTEWORTHY</b> It is sometimes said that \"a budget is a moral document.\" In other words, despite common perceptions of a budget as a dry set of numerical tabulations, the corresponding decisions as to how money is collected and spent express the moral values of the budget writers. In this essay, I use my personal experiences as a classroom teacher and science education researcher to argue that an exam should be considered a moral document too. My argument rests on three propositions: first, that assessing students is a core responsibility of teaching; second, that our exams reflect our values; and third, that our values deserve explicit articulation and robust discussion.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"555-558"},"PeriodicalIF":1.9,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147576086","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":"Health in translation: a workshop model for health literacy and lay science communication.","authors":"Samantha A Musso, Steven J Elmer, Erica A Wehrwein","doi":"10.1152/advan.00324.2025","DOIUrl":"10.1152/advan.00324.2025","url":null,"abstract":"<p><p>Health literacy is essential for informed decision-making, patient safety, and public trust in science. This, in part, relies on the ability of health professionals to communicate complex scientific information in language accessible to the general public, yet undergraduate health science programs often lack formal training in lay communication. We describe a 60-min interactive virtual workshop designed to introduce undergraduate students to health literacy and audience-centered science communication. The workshop combined brief instruction with hands-on use of an online readability tool (Sydney Health Literacy Lab, SHeLL), facilitated small-group activities, and peer feedback. Students worked collaboratively to translate a recent scientific abstract into language appropriate for 12th- and 8th-grade reading levels, practicing strategies to reduce jargon and simplify complex information. The workshop successfully engaged students and facilitated awareness of the challenges and importance of communicating health information clearly to nonexpert audiences. This adaptable workshop model provides a practical approach for integrating health literacy and science communication training into undergraduate education and workforce preparation.<b>NEW & NOTEWORTHY</b> Health literacy depends on scientists' and health care professionals' ability to translate complex information into language people understand and trust. This article describes an interactive virtual workshop that equips undergraduates with tools to communicate health and science to diverse audiences. Using brief instruction and hands-on practice rewriting research abstracts, students build lay communication skills and explore links to equity, patient outcomes, and public trust.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"365-369"},"PeriodicalIF":1.9,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12997106/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146202858","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":"Meeting challenges in physiology education with teaching innovations.","authors":"Patricia A Halpin","doi":"10.1152/advan.00015.2026","DOIUrl":"10.1152/advan.00015.2026","url":null,"abstract":"<p><p><b>NEW & NOTEWORTHY</b> This talk was presented at the 2025 American Physiological Society (APS) Summit in Baltimore, MD, and described the author's nontraditional career path that led to innovation, collaboration, and inspiration.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"636-639"},"PeriodicalIF":1.9,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147718813","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 learning assistants to facilitate student engagement and learning: a classroom pedagogical study.","authors":"Rachel Susanne Jolly Maggard, Judith L Jenkins, Lindsay E Cormier","doi":"10.1152/advan.00181.2025","DOIUrl":"10.1152/advan.00181.2025","url":null,"abstract":"<p><p>Enhancing student retention and conceptual mastery within the undergraduate anatomy and physiology (A/P) curriculum serves as a foundational strategy for advancing student readiness in preprofessional pathways. Discipline-specific teaching strategies should be evaluated for how well they support student success in introductory gateway courses such as the A/P series. Our study extends the learning assistant model, where undergraduate students support learning in the classroom by involvement in active, peer-led teaching, to examine its impact on course grades and content learning. <i>Cohort 2</i> (Spring) students showed significantly higher academic performance than <i>cohort 1</i> (Fall), with increased laboratory exam scores and overall course grades (86% vs. 77%, <i>P</i> < 0.0001). To investigate factors contributing to this improvement, we conducted a student survey of both groups. <i>Cohort 1</i> experienced the original learning assistant model, whereas <i>cohort 2</i> participated in an expanded model in which learning assistants led weekly review activities during the laboratory sessions. Students in <i>cohort 2</i> reported greater improvement in their understanding of course content (82% vs. 71%, <i>P</i> < 0.05), and across both cohorts students viewed learning assistants as a valuable component of the course. The active engagement of students in review activities facilitated by learning assistants during the laboratory setting was found to be an efficient pedagogical approach to enhancing student learning in anatomy and physiology. This is a potential methodology that can enhance the educational experience and retention of students seeking prehealth majors and professional careers.<b>NEW & NOTEWORTHY</b> The undergraduate anatomy and physiology (A/P) course series can be a barrier to students preparing to enter into preprofessional programs. Our present study expands the learning assistant model that uses undergraduate students in a supportive classroom setting to include engaging in active teaching through peer-led activities. This new active approach led to an increase in exam grades and overall course grades, along with student content understanding.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"422-432"},"PeriodicalIF":1.9,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147437416","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":"Integration of artificial intelligence as a self-directed learning tool in an undergraduate physiology course.","authors":"P Nuñez, J Argüelles, C Perillan","doi":"10.1152/advan.00174.2025","DOIUrl":"10.1152/advan.00174.2025","url":null,"abstract":"<p><p>This study explores the integration of artificial intelligence (AI), specifically ChatGPT, as a self-directed learning tool in an undergraduate physiology-related course within a Speech Therapy program. The aim was to introduce first-year Speech Therapy students (<i>n</i> = 30) to AI technologies, assess their prior knowledge and perceptions, and foster critical thinking regarding AI-generated content, with a focus on evaluating AI literacy both generally and within the context of physiology education. A preliminary survey revealed that 73.3% of students (22 out of 30) had previously used AI, while 93% expressed interest in learning about its academic applications. Students participated in a structured 2-h classroom session to understand how generative AI works, followed by a group task comparing traditional and AI-generated responses to academic questions. Notably, students engaged in a comparative analysis of their own completed work with the AI-generated version. A postintervention survey indicated that 82% of students learned new aspects of AI use, 86% found the experience helpful, and 95.5% emphasized the importance of verifying AI output with other sources. These findings reflect students' views on both general AI use and physiology-related academic tasks, suggesting that, with proper guidance, undergraduates can critically engage with AI tools and recognize their strengths and limitations. The intervention promoted self-regulated learning, digital literacy, and ethical awareness in the use of AI, laying the groundwork for broader implementation in physiology and biomedical education. Furthermore, the findings suggest that additional faculty training and institutional support could facilitate meaningful integration of AI into higher education programs.<b>NEW & NOTEWORTHY</b> This study is among the first to integrate ChatGPT as a self-directed learning tool in undergraduate physiology education within Speech Therapy. It demonstrates that first-year students, with minimal prior academic artificial intelligence (AI) experience, can critically engage with AI-generated content, enhancing digital literacy and ethical awareness. The research highlights the importance of guided interventions to promote critical thinking and the need for institutional support to effectively incorporate AI in health sciences curricula.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"413-421"},"PeriodicalIF":1.9,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147444678","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 a physiology virtual laboratory to explore vascular reactivity: feedback from undergraduate biology students in France.","authors":"Christophe O Soulage, Samuel Legeay, Tristan Chevrier, Delphine Baetz","doi":"10.1152/advan.00276.2025","DOIUrl":"10.1152/advan.00276.2025","url":null,"abstract":"<p><p>The evolution of European and French regulations regarding animal experimentation in higher education has prompted universities to develop alternative methods to animal testing. The University of Angers (France) has created a web-based virtual lab (VL) called <i>ExAVir</i> (https://labua.univ-angers.fr/Projets/exavir/) designed to simulate practical lab work in animal physiology and pharmacology. In this study, we evaluated the perception of <i>ExAVir</i> among third-year undergraduate physiology students at the University of Lyon, France, as a tool for studying vascular physiology. Students completed the VL activity independently and were then asked to fill out a postcourse survey. Of the 268 students enrolled in the course, 197 completed the questionnaire (73.5%). Most students appreciated the VL (65%) and valued the fact that it avoided the use of laboratory animals (90%). A majority (69%) believed that the VL could effectively replace one session of lab work, although 88% stated that it should not replace all hands-on lab activities, as it does not engage the same practical skills. Nevertheless, 71% of students reported a significant improvement in their perceived level of vascular physiology through the use of the VL. We believe that the targeted use of VLs such as <i>ExAVir</i> can be a powerful educational tool, particularly when integrated with traditional wet lab practicals.<b>NEW & NOTEWORTHY</b> Facing evolving European regulations on animal experimentation, universities are turning to innovative teaching tools. Our study explores <i>ExAVir</i>, a virtual lab developed by the University of Angers, used by physiology students at the University of Lyon to learn vascular physiology without animal testing. Most students found the virtual lab engaging, effective, and ethically valuable, highlighting its potential to complement, but not replace, traditional hands-on lab work.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"613-625"},"PeriodicalIF":1.9,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147718753","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":"Faculty workshops for development of course-based undergraduate research experiences fosters community and academic success in transfer students.","authors":"Lisa D Parks, John Meitzen","doi":"10.1152/advan.00252.2025","DOIUrl":"10.1152/advan.00252.2025","url":null,"abstract":"<p><p>As the number of transfer students from community colleges increases in many 4-yr institutions, the development of transfer-specific programming has become a priority. Transfer students often do not have the same opportunities or time to form communities with students or mentorship experiences with faculty. Although they see the value of research and forming a community, they feel like they must take a heavy science, technology, engineering, and mathematics (STEM) load to graduate on time (Hanaeuer DI, Graham MJ, Jacobs-Sera D, Garlena RA, Russell DA, Sivanathan V, Asai DJ, Hatfull GF. <i>CBE Life Sci Educ</i> 21: ar38, 2022). In addition, developing a first-semester curriculum for transfer students can be difficult due to the wide range of coursework they bring. Course-based research experiences (CUREs) are an opportunity to engage transfer students in their first semester, forming an important part of their introduction to an often larger university. This allows them to form a cohort and interact with faculty in a small lab setting and assures a mechanism for course credit toward graduation. Training faculty to develop or revise lab courses through workshops that emphasize the value of CUREs has led us to increase student-faculty and faculty-faculty interactions while fostering student success. Several faculty have provided brief overviews of research questions that can be used to form the basis of a CURE. One example from our neurobiology faculty is presented here. Expanding these CURE options and the number of faculty able to teach these courses has increased our transfer students' sense of community.<b>NEW & NOTEWORTHY</b> As the transfer student population increases at 4-yr universities, it is critical to develop a pathway for them to access relevant courses, form a community, and have research opportunities from their first semester. Designing course-based research experiences (CUREs) specifically for this student population will allow transfer students to transition with their cohort into their science, technology, engineering, and mathematics (STEM) courses. This article describes how to train faculty through workshops and expand CURE options at a large public university.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"540-544"},"PeriodicalIF":1.9,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147582590","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":"Physiology of nutrient intake and absorption during pregnancy.","authors":"Kathryn L Gatford, Amanda J Page","doi":"10.1152/advan.00251.2025","DOIUrl":"10.1152/advan.00251.2025","url":null,"abstract":"<p><p>Pregnancy requires substantial maternal adaptations and increased function of maternal systems including cardiovascular, respiratory, and renal systems to provide nutrients and remove wastes from the conceptus. How the increased nutrient requirements for conceptus growth and increased maternal metabolic rate are met is less well understood than adaptations in some other systems, however. This Staying Current review will therefore provide an overview of nutrient requirements, adaptations in food intake, and adaptations in nutrient absorption during pregnancy, to support teaching of these concepts to undergraduate and postgraduate biology, physiology, and health science students.<b>NEW & NOTEWORTHY</b> This Staying Current review summarizes current understanding of nutrient requirements, adaptations in food intake, and adaptations in nutrient absorption during pregnancy during human and nonhuman mammalian pregnancy. Most information about mechanisms underlying increased food intake and nutrient absorption has been obtained in rodents. High quality studies of the mechanisms determining satiety and nutrient absorption throughout pregnancy are needed across mammalian species including humans to address gaps in current knowledge.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"405-412"},"PeriodicalIF":1.9,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147379573","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":"Use of function diagrams in physiology education: Nessie the Nephron and Navigating the Lochs.","authors":"Thad E Wilson, Brian A Jackson, B Peter Sawaya","doi":"10.1152/advan.00180.2025","DOIUrl":"10.1152/advan.00180.2025","url":null,"abstract":"<p><p>Function diagrams focus on physiological concepts rather than associated structures and can serve as elaboration tools and mnemonic aids. A function diagram prototype of the gastrointestinal system was recently described (Wilson TE, Barrett KE. <i>Adv Physiol Educ</i> 45: 264-268, 2021). In this article, a functional diagram of the glomerulus, nephron, urinary system, and bladder is proposed. Colloquially named \"Nessie the Nephron\" to loosely capture the looping structure and elusive understanding of renal blood flow, glomerular filtration, and epithelial transport for the student, not to mention the nearly mythical countercurrent multiplier. \"Navigating the Lochs\" references Nessie's possible habitat and more importantly the movement and storage of the modified ultrafiltrate from the nephron. The primary analogies that form the structure of this function diagram are Rain Barrel, Soaker Hose, and Hose Nozzle (afferent and efferent blood flow and filtration pressure); Water Purification System (glomerular filtration barrier forming multiple step filtration process involving the capillary, basement membrane, and podocytes); Mixed Recycling Machine (proximal tubule individual, co-, and bulk transport); Desiccator and Briner (thin descending limb removal of water and thin/thick ascending limb removal of salt); Conveyor Belt Picker (distal nephron selective ion transport); and Concentrator (collecting duct water and urea transport). The primary analogies that elaborate Navigating the Lochs are Aqueduct and Cistern System (fluid movement and collection); and Pressure Gauge, Syringe Bulb, and Two-Valve Plumbing (bladder storage and micturition). Complementing these analogies is the rich potential for inclusion of clinical and comparative applications and examples to link previous knowledge and strengthen memories for future retrieval.<b>NEW & NOTEWORTHY</b> Function diagrams put the focus on physiology and physiological concepts rather than the associated anatomy and can serve as elaboration tools and mnemonic aids. The function diagram of the nephron can provide analogies for glomerular filtration, bulk and selective epithelial transport, and overall ability to create concentrated or dilute urine. The function diagram of the urinary system and bladder can provide analogies for moving and storing urine and finally micturition.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"601-606"},"PeriodicalIF":1.9,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147647392","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}