Advances in Physiology Education最新文献

{"title":"ParasitoPhysioArt: exploring the intersection of art, physiology, and parasitology on students' perception and motivation.","authors":"Maria Victória Patricio da Silva, Pedro Henricke Oliveira de Souza, Ana Luíza Rocha Teixeira Faria Fernandes, Marcos Ruan Sousa Silva, Camilly Cristinne do Nascimento Silva, Fabíola da Cruz Nunes, Josiane Campos Cruz","doi":"10.1152/advan.00165.2024","DOIUrl":"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 in 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 <i>Several Circles</i> 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 Clóvis Júnior's <i>Nossa Senhora Aparecida</i>, 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 (<i>n</i> = 39) considered physiology challenging. However, ∼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.<b>NEW & NOTEWORTHY</b> This study explores how integrating art into teaching physiology and parasitology enhances student engagement and understanding. Thirty-seven biotechnology students recreated artworks, such as reimagining Wassily Kandinsky's <i>Several Circles</i> to depict <i>Toxoplasma gondii</i> affecting eye retina cell function. A survey revealed that although 62% found physiology challenging, 86% reported that the art-science approach improved motivation and comprehension. The project highlighted the educational potential of this interdisciplinary approach.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"563-571"},"PeriodicalIF":1.7,"publicationDate":"2025-06-01","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":"Students outperform faculty in recognizing the use of active learning methods.","authors":"Giovanna Maria Gimenez Testa, Mariana Bueno de Oliveira Souza, Ângela Tavares Paes, Juliana Magdalon","doi":"10.1152/advan.00132.2024","DOIUrl":"10.1152/advan.00132.2024","url":null,"abstract":"<p><p>The implementation of active learning methods poses challenges for both instructors and students. Despite institutional support, some educators may encounter difficulties in effectively incorporating this methodology into their teaching practices. We hypothesized that one contributing factor could be the misguided self-perception regarding their class methodology. The objective of this study was to assess whether instructors and students can accurately recognize the application of active learning methods during classes and to identify the characteristics of these classes that influence the satisfaction of both educators and learners. A cross-sectional observational study was conducted during the emergency remote teaching caused by the COVID-19 pandemic. We examined 58 class sessions from a medical school program committed to active learning methodologies using an adapted version of the PORTAAL tool and administered postclass surveys to both instructors and students. Students, but not instructors, were able to accurately recognize the use of active learning methods. Additionally, class satisfaction reported by both instructors and students positively correlated with their self-perceived use of active learning methods in the class, regardless of whether the perception was more accurate, as seen in the students' perceptions, or more inaccurate, as observed in instructors' misperceptions.<b>NEW & NOTEWORTHY</b> This study assesses the recognition and satisfaction of active learning methods among instructors and students during emergency remote teaching due to COVID-19. We examined 58 medical school sessions using the PORTAAL tool and postclass surveys. Findings show students accurately identified active learning, while instructors did not. Satisfaction correlated with perceived active learning use, regardless of accuracy, highlighting the importance of aligning self-perception with actual teaching practices to enhance educational outcomes.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"356-365"},"PeriodicalIF":1.7,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143384002","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":"Evolving resource use for self-directed learning in physiology among first-year medical students in a classroom setting.","authors":"Himel Mondal","doi":"10.1152/advan.00236.2024","DOIUrl":"10.1152/advan.00236.2024","url":null,"abstract":"<p><p>Self-directed learning (SDL) is integral to medical education. It helps in fostering critical thinking, independence, and problem-solving skills. With advancements in technology, digital tools like search engines, interactive content, and large language model (LLM) chatbots have become supplementary tools to traditional materials such as textbooks. However, limited data exist on SDL resource preferences among medical students in India since the inception of LLMs like ChatGPT. To address this, 64 medical students participated in a classroom-based SDL session on anemia. Students freely selected resources during a 40-min preparation period, followed by 20 min of writing responses to a total of five higher-order knowledge questions (i.e., questions started with \"Explain why\"). Postsession, they anonymously reported their resource use. Among 63 valid responses, 46.03% used one resource, 39.68% used two, and 14.29% used three. Search engines (61.9%) and LLM chatbots (60.32%) were the most frequently used, followed by textbooks (26.98%), with less reliance on notes, journals, and videos. Hence, there is a growing preference for search engines and LLM chatbots as an educational tool in self-directed learning in a classroom setting.<b>NEW & NOTEWORTHY</b> This study reports a shift in educational resource use for self-directed learning (SDL) among medical students after introduction of large language model (LLM) chatbots. Students use multiple sources, with digital tools like search engines and LLM chatbots nearly matching each other as the most preferred resources. Despite the accessibility and efficiency of digital tools, traditional resources like textbooks remain relevant, though less frequently chosen.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"394-397"},"PeriodicalIF":1.7,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143494469","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 tutorial activity for students to experience generative artificial intelligence: students' perceptions and actions.","authors":"Nicole B Reinke, Ann L Parkinson, Georgia R Kafer","doi":"10.1152/advan.00245.2024","DOIUrl":"10.1152/advan.00245.2024","url":null,"abstract":"<p><p>Freely accessible generative artificial intelligence (GenAI) poses challenges to physiology education regarding learning and academic integrity. Although many studies have explored the capabilities of GenAI to complete assessments, few have implemented educative activities to highlight GenAI risks and benefits or explored physiology students' perceptions and uses of GenAI. Our study implemented a learning activity, designed using constructivist principles, to allow physiology students to explore GenAI and consider its use in assessment tasks. The activity engaged students (<i>n</i> = 236) enrolled in a second-year physiology subject over 2 years. The activity began with students being directed to critique a sample exam answer as a form of content revision. The answer had been covertly generated by ChatGPT, and it lacked depth and contained some hallucinated facts. Students then engaged in discussion about the use of GenAI for university study and assessment. Questions were used to stimulate thought and discussion, and student responses were collected via Padlet (492 posts). Thematic analysis of the comments highlighted students' beliefs about using GenAI and perceived benefits and risks. There was a general trend of increasing acceptance of using GenAI, and using it for assessment, over time. Students were concerned about breaching academic integrity guidelines, information accuracy and sources, and the negative effect it might have on their learning. At the conclusion of the activity, the revelation that ChatGPT wrote the sample exam answer reinforced the need for responsible GenAI use.<b>NEW & NOTEWORTHY</b> Constructivist learning tenets were used to guide the design of a critical evaluation learning activity about GenAI, to enable physiology students to make informed decisions regarding the use of GenAI in their learning and assessment. The trend of increasing acceptance of GenAI coincided with increasing student beliefs about uses of GenAI being perceived as responsible. Student concerns about academic integrity and ethical considerations persisted, yet academic misconduct cases increased.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"461-470"},"PeriodicalIF":1.7,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143659680","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 by university students for assignment preparation.","authors":"Hui Chen, David Van Reyk, Brian G Oliver","doi":"10.1152/advan.00181.2024","DOIUrl":"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 (PRC). 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 nonnative 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.<b>NEW & NOTEWORTHY</b> We compared second-year science students at an Australian university and a partner institution in China on their use of AI tools for assignments. Over 50% used AI for idea generation and drafting. Notably, PRC students showed improved grades when AI was permitted, while Australian students saw no change. Most students expressed a willingness to use AI in their future careers and called for institutional guidance on AI use, especially if official licenses were provided.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"517-525"},"PeriodicalIF":1.7,"publicationDate":"2025-06-01","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":"Jigsaw technique: will it help Gen Z nursing students?","authors":"Rashmi Chandel, Anumeha Bhagat, Anita S Malhotra, Ravi Rohilla, Gurjit Kaur, Kiran Prakash","doi":"10.1152/advan.00145.2024","DOIUrl":"10.1152/advan.00145.2024","url":null,"abstract":"<p><p>This research focuses on Generation Z (Gen Z) students, specifically those in nursing colleges. Gen Z individuals display unique characteristics in terms of thinking, personality, lifestyle, and learning preferences compared to preceding generations, necessitating adaptations in teaching methodologies within nursing schools. This study explores the effectiveness of the jigsaw technique (JST) in engaging first-year undergraduate nursing students in the learning process. Four topics (modules): Cardiovascular system (<i>module 1</i>), Respiratory system (<i>module 2</i>), Endocrine system (<i>module 3</i>), and Central nervous system (<i>module 4</i>) were selected. <i>Modules 1</i> and 2 were taught by JST to <i>group I</i> (jigsaw group) and by conventional didactic lectures to <i>group II</i> (lecture group). The groups alternated teaching methods for the remaining modules. Scores in pretest, posttest, and retention tests were higher in <i>group I</i> than in <i>group II</i>. The results were statistically highly significant (<i>P</i> = 0.000) for <i>modules 1</i>, <i>2</i>, and <i>4</i> and not significant (<i>P</i> = 0.411) for <i>module 3</i>. Analysis of student feedback revealed that 63% of students liked JST. Seventy-one percent responded that this is an interesting way of learning the topic, helped them improve their communication skills, and improved interaction with their peers. Seventy-seven percent found that JST helped them understand the topic easily. Sixty-nine percent think that this technique should be used for teaching other physiological concepts and for other undergraduate subjects as well. The study concludes that using and integrating this student-centric teaching method into Gen Z nursing education holds promise for building a foundation of robust knowledge and developing essential personality skills crucial for future nursing professionals.<b>NEW & NOTEWORTHY</b> In our study, we found that the jigsaw technique (JST) significantly improves understanding, comprehension, and retention of topics among nursing students. It also enhances teamwork, self-confidence, and communication skills, aligning with the preferences of Generation Z students. Student feedback analysis reveals that JST facilitates easier understanding of topics, increases self-confidence, improves interpersonal skills, and creates an interactive learning environment. The authors suggest practical implications for nursing education by integrating JST into the curriculum, despite time constraints.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"304-313"},"PeriodicalIF":1.7,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143054096","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 aggregated AI detector outcomes to eliminate false positives in STEM-student writing.","authors":"Jon-Philippe K Hyatt, Elisa Jayne Bienenstock, Carla M Firetto, Elizabeth R Woods, Robert C Comus","doi":"10.1152/advan.00235.2024","DOIUrl":"10.1152/advan.00235.2024","url":null,"abstract":"<p><p>Generative artificial intelligence (AI) large language models have become sufficiently accessible and user-friendly to assist students with course work, studying tactics, and written communication. AI-generated writing is almost indistinguishable from human-derived work. Instructors must rely on intuition/experience and, recently, assistance from online AI detectors to help them distinguish between student- and AI-written material. Here, we tested the veracity of AI detectors for writing samples from a fact-heavy, lower-division undergraduate anatomy and physiology course. Student participants (<i>n</i> = 190) completed three parts: a hand-written essay answering a prompt on the structure/function of the plasma membrane; creating an AI-generated answer to the same prompt; and a survey seeking participants' views on the quality of each essay as well as general AI use. Randomly selected (<i>n</i> = 50) participant-written and AI-generated essays were blindly uploaded onto four AI detectors; a separate and unique group of randomly selected essays (<i>n</i> = 48) was provided to human raters (<i>n</i> = 9) for classification assessment. For the majority of essays, human raters and the best-performing AI detectors (<i>n</i> = 3) similarly identified their correct origin (84-95% and 93-98%, respectively) (<i>P</i> > 0.05). Approximately 1.3% and 5.0% of the essays were detected as false positives (human writing incorrectly labeled as AI) by AI detectors and human raters, respectively. Surveys generally indicated that students viewed the AI-generated work as better than their own (<i>P</i> < 0.01). Using AI detectors in aggregate reduced the likelihood of detecting a false positive to nearly 0%, and this strategy was validated against human rater-labeled false positives. Taken together, our findings show that AI detectors, when used together, become a powerful tool to inform instructors.<b>NEW & NOTEWORTHY</b> We show how online artificial intelligence (AI) detectors can assist instructors in distinguishing between human- and AI-written work for written assignments. Although individual AI detectors may vary in their accuracy for correctly identifying the origin of written work, they are most effective when used in aggregate to inform instructors when human intuition gets it wrong. Using AI detectors for consensus detection reduces the false positive rate to nearly zero.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"486-495"},"PeriodicalIF":1.7,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143659687","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":"Introducing and validating DramaZoom as a teaching tool for diverse student populations.","authors":"Helena Carvalho, Patricia A Halpin, Elke Scholz-Morris, Rosa de Carvalho, Daniel Contaifer","doi":"10.1152/advan.00212.2023","DOIUrl":"10.1152/advan.00212.2023","url":null,"abstract":"<p><p>Dramatization, a teaching method where each student acts out or mimics a cell or body parts while the entire group represents the physiological process was adapted to produce original teaching videos paired with a pretest that activates memory and a posttest to prevent misconceptions. Three physiology instructors collaborated on Zoom to create six DramaZoom videos (Dramatization via Zoom) focused on hormone signaling with negative feedback in different contexts. In these videos, each instructor personalizes a different part of an organ system or a physiological process, which allows the visualization of complex concepts in endocrinology. DramaZoom videos utilize theater, personification, and humor to represent physiological processes in a fun and creative way that facilitates students to learn and remember the content. Our goal was to introduce DramaZoom videos as an original teaching tool and present evidence of its efficacy on student learning. We analyzed the impact of DramaZoom videos on students' knowledge acquisition at three distinct levels (1st year medical students, 3rd and 4th year undergraduate science students, and 1st year undergraduate nursing students) and investigated whether the mode of delivery of the videos (face to face during regular classroom teaching or asynchronous in a virtual classroom) affected student learning. Our data show that knowledge in all three student groups improved significantly after viewing DramaZoom videos independently of the mode of delivery. Our data indicate that DramaZoom videos combined with memory activation due to the pretest are an effective tool to instruct this cohort of students regardless of level and delivery mode.<b>NEW & NOTEWORTHY</b> DramaZoom is a teaching tool paired with a pretest to activate memory. It promotes learning for both medical students and undergraduate students with different majors in the study cohort. DramaZoom creates an opportunity for a fun learning experience that promotes knowledge gain in physiology regardless of whether the teaching setting is face to face or completely virtual. Future research will be done to investigate the long-term retention of content.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"386-393"},"PeriodicalIF":1.7,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143442697","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":"Randle cycle in practice: a student exercise to teach glucose and fatty acid metabolism in fasted, fed, and exercised states.","authors":"Rikke Petersen, Mie Feldfoss Nørremark, Nils J Færgeman","doi":"10.1152/advan.00096.2024","DOIUrl":"10.1152/advan.00096.2024","url":null,"abstract":"<p><p>Here we describe an approach and overall concept of how to train undergraduate university students to understand basic regulation and integration of glucose and fatty acid metabolism in response to fasting, intake of carbohydrates, and aerobic exercise. During lectures and both theoretical and practical sessions, the students read, analyze, and discuss the fundamentals of the Randle cycle. They focus on how metabolism is regulated in adipose tissue, skeletal muscle, and liver at a molecular level under various metabolic conditions. Subsequently, students perform one of four different trials: <i>1</i>) overnight fast followed by ingestion of jelly sandwiches and lemonade ad libitum for up to 15 minutes; <i>2</i>) overnight fast followed by ingestion of a chocolate bar and a soda; <i>3</i>) overnight fast followed by ingestion of carrots; and <i>4</i>) light fast and aerobic exercise for 2 hours, while monitoring glucose and fatty acid levels. The data from these trials clearly show that glucose levels are kept constant at around 5 mM, while fatty acid levels rise to 300-700 µM after an overnight fast. Upon carbohydrate intake, glucose levels increase, whereas fatty acid levels are reduced. In response to aerobic exercise, the glucose level is kept constant at 5 mM, while fatty acid levels increase over time. Collectively, the data clearly recapitulate the essence of the Randle cycle. The exercise shows the great pedagogical value of experiments within practical courses to help students gain knowledge of energy metabolism and regulation of biochemical pathways. In an active learning environment, students successfully tackled physiological assignments, enhancing constructive communication and collaboration among peers.<b>NEW & NOTEWORTHY</b> Explore our study on how undergraduates learn about glucose and fatty acid metabolism through a blend of lectures and dynamic practical experiments. Our paper highlights how students delve into the Randle cycle and its regulation in various metabolic scenarios, gaining insights through hands-on trials. This innovative approach not only deepens understanding but also enhances collaborative skills. Dive into our findings to see how active learning shapes future scientists.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"253-261"},"PeriodicalIF":1.7,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143015722","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 pathological physiology of sepsis using a high-fidelity simulator.","authors":"Szergej Capec, Gabriella Capec, Zuzana Mateasikova, Hana Rancova, Jana Petrkova, Jaromir Vachutka, Martin Petrek","doi":"10.1152/advan.00137.2022","DOIUrl":"10.1152/advan.00137.2022","url":null,"abstract":"<p><p>A good knowledge of the theoretical foundations of medicine helps students and physicians to better recognize and treat patients with complex medical conditions, including sepsis and septic shock. The article describes the authors' experience in implementing the analysis of sepsis and septic shock using a high-fidelity simulated clinical scenario in the course of pathological physiology for preclinical medical students. The unique aspect of our approach is the integration of core physiology concepts, such as homeostasis, causality, structure-function relationships, and fundamental pathophysiology concepts (e.g., etiology, pathogenesis, cell and tissue damage, inflammation, symptoms, and syndromes) in the analysis of the patient's condition on the high-fidelity simulator with preclinical medical students. According to the students' feedback, the use of a high-fidelity simulator to analyze the sepsis and septic shock scenario increased their interest in the class, improved their motivation to learn the material, and helped them adapt in a safe environment to making decisions based on a large amount of data about a complex patient condition in a time-sensitive situation.<b>NEW & NOTEWORTHY</b> The authors applied core theoretical concepts of physiology and the fundamental concepts of pathological physiology for teaching sepsis and septic shock clinical scenarios on the high-fidelity simulator in the course of pathological physiology for preclinical medical students. It elevated students' interest and motivation, enhanced the educational experience, and prepared students better for real-world clinical decision-making. We consider that this idea might be an inspiration to colleagues and invite further discussion.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"262-272"},"PeriodicalIF":1.7,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142985669","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}