Status of physiology education in US Doctor of Pharmacy programs.

PubMed

Islam, Mohammed A; Khan, Seher A; Talukder, Rahmat M

2016-12-01

The purpose of the present study was to assess the current status of physiology education in US Doctor of Pharmacy (PharmD) programs. A survey instrument was developed and distributed through SurveyMonkey to American Association of Colleges of Pharmacy (AACP) Biological Sciences section members of 132 PharmD programs. Survey items focused on soliciting qualitative and quantitative information on the delivery of physiology curricular contents and faculty perceptions of physiology education. A total of 114 programs responded to the survey, resulting in a response rate of 86%. Out of 114 schools/colleges, 61 programs (54%) offered standalone physiology courses, and 53 programs (46%) offered physiology integrated with other courses. When integrated, the average contact hours for physiology contents were significantly reduced compared with standalone courses (30 vs. 84 h, P < 0.0001). Survey respondents identified diverse strategies in the delivery and assessment of physiology contents. Eighty percent of the responding faculty (n = 204) agree/strongly agree that physiology is underemphasized in PharmD curriculum. Moreover, 67% of the respondents agree/strongly agree that physiology should be taught as a standalone foundational course. A wide variation in the depth and breadth of physiology course offerings in US PharmD programs remains. The reduction of physiology contents is evident when physiology is taught as a component of integrated courses. Given current trends that favor integrated curricula, these data suggest that additional collaboration among basic and clinical science faculty is required to ensure that physiology contents are balanced and not underemphasized in a PharmD curriculum. Copyright © 2016 the American Physiological Society.

Successful Implementation of Inquiry-Based Physiology Laboratories in Undergraduate Major and Nonmajor Courses

ERIC Educational Resources Information Center

Casotti, G.; Rieser-Danner, L.; Knabb, M. T.

2008-01-01

Recent evidence has demonstrated that inquiry-based physiology laboratories improve students' critical- and analytical-thinking skills. We implemented inquiry-based learning into three physiology courses: Comparative Vertebrate Physiology (majors), Human Physiology (majors), and Human Anatomy and Physiology (nonmajors). The aims of our curricular…

Physiology education in North American dental schools: the basic science survey series.

PubMed

Gautam, Medha; Shaw, David H; Pate, Ted D; Lambert, H Wayne

2014-06-01

As part of the Basic Science Survey Series for Dentistry, members of the American Dental Education Association (ADEA) Physiology, Pharmacology, and Therapeutics Section surveyed directors of physiology courses in North American dental schools. The survey was designed to assess, among other things, faculty affiliation and experience of course directors, teaching methods, general course content and emphasis, extent of interdisciplinary (shared) instruction, and impact of recent curricular changes. Responses were received from forty-four of sixty-seven (65.7 percent) U.S. and Canadian dental schools. The findings suggest the following: substantial variation exists in instructional hours, faculty affiliation, class size, and interdisciplinary nature of physiology courses; physiology course content emphasis is similar between schools; student contact hours in physiology, which have remained relatively stable in the past fifteen years, are starting to be reduced; recent curricular changes have often been directed towards enhancing the integrative and clinically relevant aspects of physiology instruction; and a trend toward innovative content delivery, such as use of computer-assisted instruction, is evident. Data from this study may be useful to physiology course directors, curriculum committees, and other dental educators with an interest in integrative and interprofessional education.

Effectiveness of inquiry-based learning in an undergraduate exercise physiology course.

PubMed

Nybo, Lars; May, Michael

2015-06-01

The present study was conducted to investigate the effects of changing a laboratory physiology course for undergraduate students from a traditional step-by-step guided structure to an inquiry-based approach. With this aim in mind, quantitative and qualitative evaluations of learning outcomes (individual subject-specific tests and group interviews) were performed for a laboratory course in cardiorespiratory exercise physiology that was conducted in one year with a traditional step-by-step guided manual (traditional course) and the next year completed with an inquiry-based structure (I-based course). The I-based course was a guided inquiry course where students had to design the experimental protocol and conduct their own study on the basis of certain predefined criteria (i.e., they should evaluate respiratory responses to submaximal and maximal exercise and provide indirect and direct measures of aerobic exercise capacity). The results indicated that the overall time spent on the experimental course as well as self-evaluated learning outcomes were similar across groups. However, students in the I-based course used more time in preparation (102 ± 5 min) than students in the traditional course (42 ± 3 min, P < 0.05), and 65 ± 5% students in the I-based course searched for additional literature before experimentation compared with only 2 ± 1% students in the traditional course. Furthermore, students in the I-based course achieved a higher (P < 0.05) average score on the quantitative test (45 ± 3%) compared with students in the traditional course (31 ± 4%). Although students were unfamiliar with cardiorespiratory exercise physiology and the experimental methods before the course, it appears that an inquiry-based approach rather than one that provides students with step-by-step instructions may benefit learning outcomes in a laboratory physiology course. Copyright © 2015 The American Physiological Society.

[Proposal of a different interpretation of the physiology of labor useful in more edifying teaching of obstetric psychoprophylaxis courses].

PubMed

Mergoni, A

1994-01-01

Without underestimating the undeniable benefit which can be achieved from various physical and mental relaxation exercises, the author expresses the conviction that the didactic and cultural aspect of preparative courses during pregnancy by definition improve, to a greater extent than is widely believed, the positive outcome of obstetric psychoprophylaxis. It is therefore opportune that the didactic part of courses should cover a wider and more detailed range than is usually the case, in particular including a more exhaustive and accurate description of the mechanical phenomenon of birth. Without a clear knowledge and awareness of such mechanical aspects, pregnant women will not feel prepared for and in full and rational control of her own labour. Given that a correct knowledge of the physiology of labour inevitably includes aspects which will enrich the pregnant woman's psyche, the author hopes that interest will soon be reawakened in the physiology of labour whose interpretation has for a long time contained a number of basic and unresolved problems. In order to rectify and further our knowledge of the physiology of labour, it is important to be willing to consider other interpretative models which differ from the traditional one. On this subject, the author aims to rediscuss one model in which Pascal's principle is recognised as the decisive cause of the majority of the mechanical phenomena of labour, and which, in addition to providing solutions to many unresolved problems, makes the teaching of preparative courses during pregnancy more edifying in psychological terms.

Development of Concept-Based Physiology Lessons for Biomedical Engineering Undergraduate Students

ERIC Educational Resources Information Center

Nelson, Regina K.; Chesler, Naomi C.; Strang, Kevin T.

2013-01-01

engineering curriculum. In one or two introductory physiology courses, engineering students must learn physiology sufficiently to support learning in their subsequent engineering courses and careers. As preparation for future learning, physiology instruction centered on concepts may…

Instructional Design Changes in an Undergraduate A&P Course to Facilitate Student Engagement and Interest

ERIC Educational Resources Information Center

Hurtt, Barbekka; Bryant, Jennifer

2016-01-01

We describe changes in an undergraduate anatomy and physiology (A&P) curriculum designed to address educational goals at a private, comprehensive university. Educational goals included making course material more relevant to students' future career interests, exposing students to professionals in their careers of interest, and incorporating…

Establishing Common Course Objectives for Undergraduate Exercise Physiology

ERIC Educational Resources Information Center

Simonson, Shawn R.

2015-01-01

Undergraduate exercise physiology is a ubiquitous course in undergraduate kinesiology/exercise science programs with a broad scope and depth of topics. It is valuable to explore what is taught within this course. The purpose of the present study was to facilitate an understanding of what instructors teach in undergraduate exercise physiology, how…

Use of concept mapping in an undergraduate introductory exercise physiology course.

PubMed

Henige, Kim

2012-09-01

Physiology is often considered a challenging course for students. It is up to teachers to structure courses and create learning opportunities that will increase the chance of student success. In an undergraduate exercise physiology course, concept maps are assigned to help students actively process and organize information into manageable and meaningful chunks and to teach them to recognize the patterns and regularities of physiology. Students are first introduced to concept mapping with a commonly relatable nonphysiology concept and are then assigned a series of maps that become more and more complex. Students map the acute response to a drop in blood pressure, the causes of the acute increase in stroke volume during cardiorespiratory exercise, and the factors contributing to an increase in maximal O(2) consumption with cardiorespiratory endurance training. In the process, students draw the integrative nature of physiology, identify causal relationships, and learn about general models and core principles of physiology.

A study of student perceptions of learning transfer from a human anatomy and physiology course in an allied health program

NASA Astrophysics Data System (ADS)

Harrell, Leigh S.

The purpose of this study was two-fold. First the study was designed to determine student perceptions regarding the perceived degree of original learning from a human anatomy and physiology course, and the student perception of the use of the knowledge in an allied health program. Second, the intention of the study was to establish student beliefs on the characteristics of the transfer of learning including those factors which enhance learning transfer and those that serve as barriers to learning transfer. The study participants were those students enrolled in any allied health program at a community college in a Midwest state, including: nursing, radiology, surgical technology, health information technology, and paramedic. Both quantitative and qualitative data were collected and analyzed from the responses to the survey. A sub-group of participants were chosen to participate in semi-structured formal interviews. From the interviews, additional qualitative data were gathered. The data collected through the study demonstrated student perception of successful transfer experiences. The students in the study were able to provide specific examples of learning transfer experienced from the human anatomy and physiology course in their allied health program. Findings also suggested students who earned higher grades in the human anatomy and physiology course perceived greater understanding and greater use of the course's learning objectives in their allied health program. The study found the students believed the following learning activities enhances the transfer of learning: (1) Providing application of the information or skills being learned during the instruction of the course content enhances the transfer of learning. (2) Providing resource materials and activities which allow the students to practice the content being taught facilitates the transfer of learning. The students made the following recommendations to remove barriers to the transfer of learning: (1) Teachers should be friendly, non-intimidating, enthusiastic, knowledgeable, and organized to encourage successful transfer of learning. (2) Teachers should use different methods to teach ideas, get their students involved, and test over the content taught to facilitate the transfer of learning.

Interteaching within a Human Physiology Course: A Comparison of First- and Second-Year Students' Learning Skills and Perceptions

ERIC Educational Resources Information Center

Byrne, Bruce; Guy, Richard

2016-01-01

This article describes student perceptions and outcomes in relation to the use of a novel interteaching approach. The study sample (n = 260) was taken from a large human physiology class, which included both first- and second-year students. However, unlike the first-year students, the second-year students had significant prior knowledge, having…

Physiology of Calcium and Phosphate Metabolism: 1980 Refresher Course, Syllabus.

ERIC Educational Resources Information Center

Knox, Franklyn G., Ed.

1980-01-01

This syllabus reviews information concerning calcium and phosphate regulation. Topics of interest include the following: calcium metabolism, phosphorus metabolism, bone, parathyroid hormone, calcitonin, and vitamin D. (CS)

Teaching Animal Physiology: A 12-Year Experience Transitioning from a Classical to Interactive Approach with Continual Assessment and Computer Alternatives

ERIC Educational Resources Information Center

Kaisarevic, Sonja N.; Andric, Silvana A.; Kostic, Tatjana S.

2017-01-01

In response to the Bologna Declaration and contemporary trends in Animal Physiology education, the Animal Physiology course at the Faculty of Sciences, University of Novi Sad, Serbia, has evolved over a 12-year period (2001-2012): from a classical two-semester course toward a one-semester course utilizing computer simulations of animal…

CPR Instruction in a Human Anatomy Class.

ERIC Educational Resources Information Center

Lutton, Lewis M.

1978-01-01

Describes how cardiopulmonary resuscitation (CPR) instruction can be included in a college anatomy and physiology course. Equipment and instructors are provided locally by the Red Cross or American Heart Association. (MA)

Causal-comparative study analyzing student success in hybrid anatomy and physiology courses

NASA Astrophysics Data System (ADS)

Levy, Jacqueline Anita

In the biological sciences, higher student success levels are achieved in traditionally formatted, face-to-face coursework than in hybrid courses. The methodologies used to combine hybrid and in-person elements to the course need to be applied to the biological sciences to emulate the success seen in the traditional courses since the number of hybrid course offerings at community colleges are rapidly increasing. Research has delineated that creating online collaborative communities and increasing student engagement all function to increase student successful outcomes. This causal-comparative study was conducted using student data from four sections of hybrid, introductory anatomy and physiology courses over the 2011 and 2012 calendar years. The study included two sources of data: unit exam scores and student surveys. Analysis of the unit exam scores determined that there were statistically significant differences in student success and achievement by the implementation of the following web-enhanced technologies: a) discussion boards, b) Breeze, and c) Wiki tools. In the scope of this study, student success and achievement was defined as a student earning a C (70%) or higher at the completion of the course. There were a total of 29 surveys conducted per each unit during the 2012 semesters that related to the web-enhanced technologies implemented into the course: Discussion boards, BreezeRTM, and Wiki tools. Demographic data was also compiled on all of the students enrolled in the classes during this study to demonstrate that there is no specified niche or trend seen in the students enrolling for this particular course. Unit 1 was used as a baseline to compare the students from the two years. It was determined that the students were not significantly different in aptitude levels at the beginning of the courses based on their Unit 1 exam scores. Inferential statistical analysis was done to examine student success and achievement using the following tools: t-test of independent means of the variables, mean, standard deviation, and magnitude of effect. The findings of this study indicate that the web-enhanced technology Wiki tools provided the largest increase in student success and achievement in the hybrid, introductory anatomy and physiology course. Descriptive analysis of the surveys revealed that more than a third of each class felt that the implemented web-enhanced technology functioned to increase collaboration amongst the students and helped to emulate a traditional, face-to-face formatted course. The study included four recommendations for practice and nine recommendations for further research. A couple of recommendations for practice included using a single web-enhanced technology for the duration of the semester and having instructors and students complete tutorial sessions for the chosen technology being implemented. Examples of recommendations for research include replicating this study at other institutions and comparing face-to-face, traditional classes to hybrid courses within the same STEM discipline.

Report on first certificate course on applied physiology of pain, analgesia, anesthesia, and euthanasia for laboratory animals held in Sri Lanka.

PubMed

Gunatilake, Mangala

2018-06-01

Similar to human beings, pain is an unpleasant sensation experienced by animals as well. There is no exception when the animals are subjected to experimental procedures. Our duty as researchers/scientists is to prevent or minimize the pain in animals so as to lessen their suffering and distress during experimental procedures. The basics of the physiology of pain and pain perception, analgesia, anesthesia, and euthanasia of laboratory animals were included to complete the program, before the practical part was attempted and before advanced topics, such as comparison of anesthetic combinations, were discussed. Therefore, this course was organized in Sri Lanka for the first time in collaboration with the Comparative Biology Centre of Newcastle University, UK. During this course, we were able to demonstrate how an anesthesia machine could be used in laboratory animal anesthesia for the first time in the country. None of the animal houses in the country were equipped with an anesthesia machine at the time of conducting the course.

The impact of an emotional self-management skills course on psychosocial functioning and autonomic recovery to stress in middle school children.

PubMed

McCraty, R; Atkinson, M; Tomasino, D; Goelitz, J; Mayrovitz, H N

1999-01-01

Unmanaged emotional reactions to stress not only lead to behavior problems in young people but also create physiological conditions that inhibit learning and potentially increase the risk of disease later in life. For these reasons, the integration of emotional self-management skills training programs has become an increased priority in some schools. In this study, middle school students enrolled in a course in emotional competence skills learned techniques designed to intercept stressful responses during emotionally challenging situations. Behavioral outcomes were assessed using the Achievement Inventory Measure and autonomic function was measured by heart rate variability (HRV) analysis during and after a stressful interview. Following the program, students exhibited significant improvements in areas including stress and anger management, risky behavior, work management and focus, and relationships with family, peers and teachers. These improvements were sustained over the following six months. Students using the skills taught in the course to recover from acute emotional stress were also able to positively modulate their physiological stress responses. As compared to a control group, trained students demonstrated significantly increased HRV and more rhythmic, sine wave-like heart rhythm patterns during recovery. This response pattern reflects increased parasympathetic activity, heart rhythm coherence, and entrainment of other biological oscillatory systems to the primary heart rhythm frequency. Increased physiological coherence is associated with improved cognitive performance, emotional balance, mental clarity and health outcomes. These physiological shifts could promote the sustained psychological and behavioral improvements associated with the use of emotional management skills. It is suggested that learning emotional competence skills in childhood establishes healthier physiological response patterns which can benefit learning and long-term health. Results provide support for the integration in school curricula of courses designed to teach effective self-management skills to children.

PAVA: Physiological and Anatomical Visual Analytics for Mapping of Tissue-Specific Concentration and Time-Course Data

EPA Science Inventory

We describe the development and implementation of a Physiological and Anatomical Visual Analytics tool (PAVA), a web browser-based application, used to visualize experimental/simulated chemical time-course data (dosimetry), epidemiological data and Physiologically-Annotated Data ...

Process-Oriented Guided-Inquiry Learning in an Introductory Anatomy and Physiology Course with a Diverse Student Population

ERIC Educational Resources Information Center

Brown, Patrick J. P.

2010-01-01

Process-oriented guided-inquiry learning (POGIL), a pedagogical technique initially developed for college chemistry courses, has been implemented for 2 yr in a freshman-level anatomy and physiology course at a small private college. The course is populated with students with backgrounds ranging from no previous college-level science to junior and…

Hybrid Lecture-Online Format Increases Student Grades in an Undergraduate Exercise Physiology Course at a Large Urban University

ERIC Educational Resources Information Center

McFarlin, Brian K.

2008-01-01

Hybrid courses allow students additional exposure to course content that is not possible in a traditional classroom environment. This exposure may lead to an improvement in academic performance. In this report, I describe the transition of a large undergraduate exercise physiology course from a traditional lecture format to a hybrid…

Humanistic History.

ERIC Educational Resources Information Center

Marrow, Alvin J.

1982-01-01

Utilizing the theories of McGregor, Maslow, and Herzberg, presents a model for teaching history which involves students in designing their own course objectives. Includes humanistic approaches, organizational management assumptions, and models with motivational, hygiene, physiological, and safety factors. (DMM)

Teaching basic medical sciences at a distance: strategies for effective teaching and learning in internet-based courses.

PubMed

Ertmer, Peggy A; Nour, Abdelfattah Y M

2007-01-01

In recent years, the Internet has become an effective and accessible delivery mechanism for distance education. In 2003, 81% of all institutions of higher education offered at least one fully online or hybrid course. By 2005, the proportion of institutions that listed online education as important to their long-term goals had increased by 8%. This growth in available online courses and their increased convenience and flexibility have stimulated dramatic increases in enrollment in online programs, including the Veterinary Technology Distance Learning Program (VT-DLP) at Purdue University. Regardless of the obvious benefits, distance learning (DL) can be frustrating for the learners if course developers are unable to merge their knowledge about the learners, the process of instructional design, and the appropriate uses of technology and interactivity options into effective course designs. This article describes strategies that we have used to increase students' learning of physiology content in an online environment. While some of these are similar, if not identical, to strategies that might be used in a face-to-face (f2f) environment (e.g., case studies, videos, concept maps), additional strategies (e.g., animations, virtual microscopy) are needed to replace or supplement what might normally occur in a f2f course. We describe how we have addressed students' need for instructional interaction, specifically in the context of two foundational physiology courses that occur early in the VT-DLP. Although the teaching and learning strategies we have used have led to increasingly high levels of interaction, there is an ongoing need to evaluate these strategies to determine their impact on students' learning of physiology content, their development of problem-solving skills, and their retention of information.

Authorized Course of Instruction for the Quinmester Program. Science: Introduction to Anatomy and Physiology; Human Reproduction; Man and Disease; Man's Senses; and Introduction to the Human Body.

ERIC Educational Resources Information Center

Dade County Public Schools, Miami, FL.

Performance objectives are stated for each of the five secondary school units included in this package of instructional guides prepared for the Dade County Florida Quinmester Program. All five units are concerned with aspects of physiology; three require no prerequisite study of biology ("Introduction to the Human Body,""Man and…

[Natural factors influencing sleep].

PubMed

Jurkowski, Marek K; Bobek-Billewicz, Barbara

2007-01-01

Sleep is a universal phenomenon of human and animal lives, although the importance of sleep for homeo-stasis is still unknown. Sleep disturbances influence many behavioral and physiologic processes, leading to health complications including death. On the other hand, sleep improvement can beneficially influence the course of healing of many disorders and can be a prognostic of health recovery. The factors influencing sleep have different biological and chemical origins. They are classical hormones, hypothalamic releasing and inhibitory hormones, neuropeptides, peptides and others as cytokines, prostaglandins, oleamid, adenosine, nitric oxide. These factors regulate most physiologic processes and are likely elements integrating sleep with physiology and physiology with sleep in health and disorders.

Learning Style versus Time Spent Studying and Career Choice: Which Is Associated with Success in a Combined Undergraduate Anatomy and Physiology Course?

ERIC Educational Resources Information Center

Farkas, Gary J.; Mazurek, Ewa; Marone, Jane R.

2016-01-01

The VARK learning style is a pedagogical focus in health care education. This study examines relationships of course performance vs. VARK learning preference, study time, and career plan among students enrolled in an undergraduate anatomy and physiology course at a large urban university. Students (n?=?492) from the fall semester course completed…

Learning through the Ages: How We Grow Old.

ERIC Educational Resources Information Center

Blystone, Robert V.; And Others

1988-01-01

Provides suggestions for a unit on the biological process of aging. Includes three activity sheets on the comparison of jaws and dentition from differently aged people, a denture survey, and eating and living without teeth. Includes a framework for organizing a course on the physiology of aging. (RT)

Formative assessment in physiology teaching using a wireless classroom communication system.

PubMed

Paschal, Cynthia B

2002-12-01

Systems physiology, studied by biomedical engineers, is an analytical way to approach the homeostatic foundations of basic physiology. In many systems physiology courses, students attend lectures and are given homework and reading assignments to complete outside of class. The effectiveness of this traditional approach was compared with an approach in which a wireless classroom communication system was used to provide instant feedback on in-class learning activities and reading assignment quizzes. Homework was eliminated in this approach. The feedback system used stimulated 100% participation in class and facilitated rapid formative assessment. The results of this study indicate that learning of systems physiology concepts including physiology is at least, as if not more, effective when in-class quizzes and activities with instant feedback are used in place of traditional learning activities including homework. When results of this study are interpreted in light of possible effects of the September 11, 2001 terrorist attacks on student learning in the test group, it appears that the modified instruction may be more effective than the traditional instruction.

Investigations of protein structure and function using the scientific literature: an assignment for an undergraduate cell physiology course.

PubMed

Mulnix, Amy B

2003-01-01

Undergraduate biology curricula are being modified to model and teach the activities of scientists better. The assignment described here, one that investigates protein structure and function, was designed for use in a sophomore-level cell physiology course at Earlham College. Students work in small groups to read and present in poster format on the content of a single research article reporting on the structure and/or function of a protein. Goals of the assignment include highlighting the interdependence of protein structure and function; asking students to review, integrate, and apply previously acquired knowledge; and helping students see protein structure/function in a context larger than cell physiology. The assignment also is designed to build skills in reading scientific literature, oral and written communication, and collaboration among peers. Assessment of student perceptions of the assignment in two separate offerings indicates that the project successfully achieves these goals. Data specifically show that students relied heavily on their peers to understand their article. The assignment was also shown to require students to read articles more carefully than previously. In addition, the data suggest that the assignment could be modified and used successfully in other courses and at other institutions.

Medical student attitudes toward kidney physiology and nephrology: a qualitative study.

PubMed

Roberts, John K; Sparks, Matthew A; Lehrich, Ruediger W

2016-11-01

Interest in nephrology among trainees is waning in the USA. Early perceptions and attitudes to subject matter can be linked to the quality of pre-clinical curricula. We wanted to explore these attitudes in the setting of modern curriculum redesign. We utilized Q methodology to understand first-year medical student attitudes after an innovative kidney physiology curriculum redesign that focuses on blending multiple learning methods. First-year medical students were invited to take a Q sort survey at the conclusion of a kidney physiology course. Students prioritized statements related to their understanding of kidney physiology, learning preferences, preferred course characteristics, perceived clinical relevance of kidney physiology, and interest in nephrology as a career. Factor analysis was performed to identify different student viewpoints. At the conclusion of our modified course, all students (n = 108) were invited to take the survey and 44 (41%) Q sorts were returned. Two dominant viewpoints were defined according to interest in nephrology. The Potentials are students who understand kidney physiology, perceive kidney physiology as clinically relevant, attend class sessions, utilize videos, and are willing to shadow a nephrologist. The Uninterested are students who are less satisfied with their kidney physiology knowledge, prefer to study alone with a textbook, avoid lectures, and are not interested in learning about nephrology. In an updated renal physiology course, students that use multiple learning methods also have favorable attitudes toward learning kidney physiology. Thus, modern curriculum changes that accommodate a variety of learning styles may promote positive attitudes toward nephrology.

Guidelines for Undergraduate Exercise Physiology in a Physical Education Teacher Education Program. Guidance Document

ERIC Educational Resources Information Center

National Association for Sport and Physical Education, 2006

2006-01-01

A course in Exercise Physiology is a common requirement among undergraduate students preparing for a career in physical education, adult fitness, or athletic training. Often, such courses are taught to an assortment of students from a variety of disciplines (Van Donselaar & Leslie, 1990) with an emphasis on physiological principles applied to…

Offering an Anatomy and Physiology Course through a High School-University Partnership: The Minnesota Model

ERIC Educational Resources Information Center

Jensen, Murray; Mattheis, Allison; Loyle, Anne

2013-01-01

This article describes a one-semester anatomy and physiology course that is currently offered through the concurrent enrollment program at the University of Minnesota. The article explains how high school teachers are prepared to teach the course and describes efforts to promote program quality, student inquiry, and experiential learning.…

10 Ways to Improve Instructor Effectiveness in an Undergraduate Exercise Physiology Course

ERIC Educational Resources Information Center

Acquaviva, John

2015-01-01

The purpose of this article is to present a variety of teaching strategies in one of the most difficult courses undergraduates are required to take: exercise physiology. This course is unique because it challenges students to constantly recall and apply complex concepts to a variety of exercise modes, intensities, and conditions. Further, both the…

Aviation safety courses available through the FAA.

DOT National Transportation Integrated Search

2009-02-02

The FAA Civil Aerospace Medical Institute (CAMI) offers a 1-day training course to familiarize U.S. civil aviation pilots and flight crews with the physiological and psychological stresses of flight. Pilots who are knowledgeable about physiological p...

Physiological training courses for civil aviation pilots.

DOT National Transportation Integrated Search

2003-12-03

Pilots who are knowledge able about physiological phenomena encountered in the aviation environment are better prepared to deal with such potentially fatal in flight events. The FAA Civil Aerospace Medical Institute offers a 1-day training course to ...

Comparing Biology Grades Based on Instructional Delivery and Instructor at a Community College: Face-to-Face Course Versus Online Course

NASA Astrophysics Data System (ADS)

Rosenzweig, Amanda H.

Through distance learning, the community college system has been able to serve more students by providing educational opportunities to students who would otherwise be unable to attend college. The community college of focus in the study increased its online enrollments and online course offerings due to the growth of overall enrollment. The need and purpose of the study is to address if there is a difference in students' grades between face-to-face and online biology related courses and if there are differences in grades between face-to-face and online biology courses taught by different instructors and the same instructor. The study also addresses if online course delivery is a viable method to educate students in biology-related fields. The study spanned 14 semesters between spring 2006 and summer 2011. Data were collected for 6,619 students. For each student, demographic information, cumulative grade point average, ACT, and data on course performance were gathered. Student data were gathered from General Biology I, Microbiology of Human Pathogens, Human Anatomy and Physiology I, and Human Anatomy and Physiology II courses. Univariate analysis of variance, linear regression, and descriptive analysis were used to analyze the data and determine which variables significantly impacted grade achievement for face-to-face and online students in biology classes. The findings from the study showed that course type, face-to-face or online, was significant for Microbiology of Human Pathogens and Human Anatomy and Physiology I, both upper level courses. Teachers were significant for General Biology I, a lower level course, Human Anatomy and Physiology I, and Human Anatomy and Physiology II. However, in every class, there were teachers who had significant differences within their courses between their face-to-face and online courses. This study will allow information to be concluded about the relationship between the students' final grades and class type, face-to-face or online, and instructor. Administrators, faculty and students can use this information to understand what needs to be done to successfully teach and enroll in biology courses, face-to-face or online. biology courses, online courses, face-to-face courses, class type, teacher influence, grades, CGPA, community college

Use of Modified SOAP Notes and Peer-Led Small-Group Discussion in a Medical Physiology Course: Addressing the Hidden Curriculum

ERIC Educational Resources Information Center

Kibble, Jonathan; Hansen, Penelope A.; Nelson, Loren

2006-01-01

Peer leading of small-group discussion of cases; use of modified subjective, objective, assessment of physiology (SOAP) notes; and opportunities for self-assessment were introduced into a Medical Physiology course to increase students' awareness and practice of professional behaviors. These changes arose from faculty members' understanding of the…

Development of concept-based physiology lessons for biomedical engineering undergraduate students.

PubMed

Nelson, Regina K; Chesler, Naomi C; Strang, Kevin T

2013-06-01

Physiology is a core requirement in the undergraduate biomedical engineering curriculum. In one or two introductory physiology courses, engineering students must learn physiology sufficiently to support learning in their subsequent engineering courses and careers. As preparation for future learning, physiology instruction centered on concepts may help engineering students to further develop their physiology and biomedical engineering knowledge. Following the Backward Design instructional model, a series of seven concept-based lessons was developed for undergraduate engineering students. These online lessons were created as prerequisite physiology training to prepare students to engage in a collaborative engineering challenge activity. This work is presented as an example of how to convert standard, organ system-based physiology content into concept-based content lessons.

Use of World Wide Web server and browser software to support a first-year medical physiology course.

PubMed

Davis, M J; Wythe, J; Rozum, J S; Gore, R W

1997-06-01

We describe the use of a World Wide Web (Web) server to support a team-taught physiology course for first-year medical students. Our objectives were to reduce the number of formal lecture hours and enhance student enthusiasm by using more multimedia materials and creating opportunities for interactive learning. On-line course materials, consisting of administrative documents, lecture notes, animations, digital movies, practice tests, and grade reports, were placed on a departmental computer with an Internet connection. Students used Web browsers to access on-line materials from a variety of computing platforms on campus, at home, and at remote sites. To assess use of the materials and their effectiveness, we analyzed 1) log files from the server, and 2) the results of a written course evaluation completed by all students. Lecture notes and practice tests were the most-used documents. The students' evaluations indicated that computer use in class made the lecture material more interesting, while the on-line documents helped reinforce lecture materials and the textbook. We conclude that the effectiveness of on-line materials depends on several different factors, including 1) the number of instructors that provide materials; 2) the quantity of other materials handed out; 3) the degree to which computer use is demonstrated in class and integrated into lectures; and 4) the ease with which students can access the materials. Finally, we propose that additional implementation of Internet-based resources beyond what we have described would further enhance a physiology course for first-year medical students.

Tracking Undergraduate Student Achievement in a First-Year Physiology Course Using a Cluster Analysis Approach

ERIC Educational Resources Information Center

Brown, S. J.; White, S.; Power, N.

2015-01-01

A cluster analysis data classification technique was used on assessment scores from 157 undergraduate nursing students who passed 2 successive compulsory courses in human anatomy and physiology. Student scores in five summative assessment tasks, taken in each of the courses, were used as inputs for a cluster analysis procedure. We aimed to group…

Gateway to Healthcare Careers for Vulnerable Students: A New Approach to the Teaching of Anatomy and Physiology

ERIC Educational Resources Information Center

DeCiccio, Albert; Kenny, Tammy; Lippacher, Linda; Flanary, Barry

2011-01-01

At Southern Vermont College (SVC) and at the nation's other colleges and universities, Anatomy and Physiology I (A&PI) is the gateway course into healthcare careers. Disturbingly, at SVC and elsewhere, many first-year students interested in healthcare careers do not succeed in this course. They withdraw from the course or the institution, or…

Assessing formal teaching of ethics in physiology: an empirical survey, patterns, and recommendations.

PubMed

Goswami, Nandu; Batzel, Jerry Joseph; Hinghofer-Szalkay, Helmut

2012-09-01

Ethics should be an important component of physiological education. In this report, we examined to what extent teaching of ethics is formally being incorporated into the physiology curriculum. We carried out an e-mail survey in which we asked the e-mail recipients whether their institution offered a course or lecture on ethics as part of the physiology teaching process at their institution, using the following query: "We are now doing an online survey in which we would like to know whether you offer a course or a lecture on ethics as part of your physiology teaching curriculum." The response rate was 53.3%: we received 104 responses of a total of 195 sent out. Our responses came from 45 countries. While all of our responders confirmed that there was a need for ethics during medical education and scientific training, the degree of inclusion of formal ethics in the physiology curriculum varied widely. Our survey showed that, in most cases (69%), including at our Medical University of Graz, ethics in physiology is not incorporated into the physiology curriculum. Given this result, we suggest specific topics related to ethics and ethical considerations that could be integrated into the physiology curriculum. We present here a template example of a lecture "Teaching Ethics in Physiology" (structure, content, examples, and references), which was based on guidelines and case reports provided by experts in this area (e.g., Benos DJ. Ethics revisited. Adv Physiol Educ 25: 189-190, 2001). This lecture, which we are presently using in Graz, could be used as a base that could lead to greater awareness of important ethical issues in students at an early point in the educational process.

Short communication: Characteristics of student success in an undergraduate physiology and anatomy course.

PubMed

Gwazdauskas, F C; McGilliard, M L; Corl, B A

2014-10-01

Several factors affect the success of students in college classes. The objective of this research was to determine what factors affect success of undergraduate students in an anatomy and physiology class. Data were collected from 602 students enrolled in the Agriculture and Life Sciences (ALS) 2304 Animal Physiology and Anatomy course from 2005 through 2012. The data set included 476 females (79.1%) and 126 males (20.9%). Time to complete exams was recorded for each student. For statistical analyses, students' majors were animal and poultry sciences (APSC), agricultural sciences, biochemistry, biological sciences, dairy science, and "other," which combined all other majors. All analyses were completed using the GLIMMIX procedure of SAS (SAS Institute Inc., Cary, NC). Gender, major, matriculation year, major by year interaction, gender by year interaction, and time to complete the exam affected final course grade. The significant gender effect was manifested in the final grade percentage of 75.9 ± 0.4 for female students compared with 72.3 ± 0.6 for male students. Junior males had final course grades comparable with those of females, but sophomore and senior males had lower final course grades than other combinations. Biology majors had a final grade of 82.4 ± 0.6 and this grade was greater than all other majors. Students classified as "other" had a final score of 74.4 ± 0.8, which was greater than agricultural science majors (69.5 ± 0.9). The APSC grade (72.6 ± 0.5) was higher than the agricultural science majors. Junior students had significantly greater final grades (76.1 ± 0.5) than sophomores (73.3 ± 0.6) and seniors (72.9 ± 0.9). All biology students had greater final grades than all other majors, but biochemistry juniors had greater final course grades than APSC, agricultural science, and dairy science juniors. "Other" seniors had greater final course grades than agricultural science seniors. The regression for time to complete the exam was curvilinear and suggests that highest exam scores were at about 90-min completion time. It may be that some male students need better preparation for anatomy and physiology and their educational preparation should mimic that of female students more in terms of advance-placement biology in high school. These results suggest that biology majors might be better prepared for animal anatomy and physiology than other students. Copyright © 2014 American Dairy Science Association. Published by Elsevier Inc. All rights reserved.

Factors Impacting the Child with Behavioral Inhibition

ERIC Educational Resources Information Center

Hornbuckle, Suzanne R.

2010-01-01

Various factors influence the developmental course of the behaviorally inhibited child. These factors include reciprocating, contextual factors, such as the child's own traits, the environment, the maternal characteristics, and the environment. Behaviorally inhibited children show physiological and behavioral signs of fear and anxiety when…

Use of Case-Based or Hands-On Laboratory Exercises with Physiology Lectures Improves Knowledge Retention, but Veterinary Medicine Students Prefer Case-Based Activities

ERIC Educational Resources Information Center

McFee, Renee M.; Cupp, Andrea S.; Wood, Jennifer R.

2018-01-01

Didactic lectures are prevalent in physiology courses within veterinary medicine programs, but more active learning methods have also been utilized. Our goal was to identify the most appropriate learning method to augment the lecture component of our physiology course. We hypothesized that case-based learning would be well received by students and…

Winter course in physiology: a successful example of continuing education for secondary school teachers in Brazil.

PubMed

Café-Mendes, Cecília C; Righi, Luana L; Calil-Silveira, Jamile; Nunes, Maria Tereza; Abdulkader, Fernando

2016-12-01

In international surveys, Brazilian students have been consistently ranking low in science. Continuing education for secondary school teachers is certainly a way to change this situation. To update teachers and provide teaching and learning experiences for graduate students, our department organized a "Winter Course in Physiology" where schoolteachers had the opportunity to attend lectures that were offered by graduate students and participate in discussions on teaching and learning strategies and their applicability, considering different schools and student age groups. This work evaluated the ways in which the Winter Course in Physiology improves continuing education for secondary school teachers. Graduate students prepared, presented, and discussed with the audience the concepts, content, and topics of the program, which were previously presented to the organizing committee and a supervising professor. Potential participants were recruited based on their curriculum vitae and a letter of intent. During the course, they completed a questionnaire that graded different aspects of course organization and lectures. The results indicated that the Winter Course was positively evaluated. Most topics received a grade of ≥4.0, considering a range of 1.0 (low) to 5.0 (high). In a followup, both the participants and instructors reported positive impacts on their overall knowledge in physiology. Schoolteachers reported improvements in the performance and participation of their students. In conclusion, the results suggested that the Winter Course is a good way to promote continuing education for schoolteachers and promote university outreach. It also provided an important experience for graduate students to develop teaching skills. Copyright © 2016 The American Physiological Society.

Demand for interdisciplinary laboratories for physiology research by undergraduate students in biosciences and biomedical engineering.

PubMed

Clase, Kari L; Hein, Patrick W; Pelaez, Nancy J

2008-12-01

Physiology as a discipline is uniquely positioned to engage undergraduate students in interdisciplinary research in response to the 2006-2011 National Science Foundation Strategic Plan call for innovative transformational research, which emphasizes multidisciplinary projects. To prepare undergraduates for careers that cross disciplinary boundaries, students need to practice interdisciplinary communication in academic programs that connect students in diverse disciplines. This report surveys policy documents relevant to this emphasis on interdisciplinary training and suggests a changing role for physiology courses in bioscience and engineering programs. A role for a physiology course is increasingly recommended for engineering programs, but the study of physiology from an engineering perspective might differ from the study of physiology as a basic science. Indeed, physiology laboratory courses provide an arena where biomedical engineering and bioscience students can apply knowledge from both fields while cooperating in multidisciplinary teams under specified technical constraints. Because different problem-solving approaches are used by students of engineering and bioscience, instructional innovations are needed to break down stereotypes between the disciplines and create an educational environment where interdisciplinary teamwork is used to bridge differences.

Investigations of Protein Structure and Function Using the Scientific Literature: An Assignment for an Undergraduate Cell Physiology Course

PubMed Central

Mulnix, Amy B.

2003-01-01

Undergraduate biology curricula are being modified to model and teach the activities of scientists better. The assignment described here, one that investigates protein structure and function, was designed for use in a sophomore-level cell physiology course at Earlham College. Students work in small groups to read and present in poster format on the content of a single research article reporting on the structure and/or function of a protein. Goals of the assignment include highlighting the interdependence of protein structure and function; asking students to review, integrate, and apply previously acquired knowledge; and helping students see protein structure/function in a context larger than cell physiology. The assignment also is designed to build skills in reading scientific literature, oral and written communication, and collaboration among peers. Assessment of student perceptions of the assignment in two separate offerings indicates that the project successfully achieves these goals. Data specifically show that students relied heavily on their peers to understand their article. The assignment was also shown to require students to read articles more carefully than previously. In addition, the data suggest that the assignment could be modified and used successfully in other courses and at other institutions. PMID:14673490

Preparing Prospective Physical Educators in Exercise Physiology.

ERIC Educational Resources Information Center

Bulger, Sean M.; Mohr, Derek J.; Carson, Linda M.; Robert, Darren L.; Wiegand, Robert L.

2000-01-01

Addresses the need for continued assessment of course content and instructional methods employed within physical education teacher education programs to deliver theoretical and applied information from the foundational subdiscipline of exercise physiology, describing an innovative course at one university (Exercise for School-Aged Children) which…

Physiology undergraduate degree requirements in the U.S.

PubMed

VanRyn, Valerie S; Poteracki, James M; Wehrwein, Erica A

2017-12-01

Course-level learning objectives and core concepts for undergraduate physiology teaching exist. The next step is to consider how these resources fit into generalizable program-level guidelines for Bachelor of Science (BS) degrees in Physiology. In the absence of program-level guidelines for Physiology degree programs, we compiled a selective internal report to review degree requirements from 18 peer BS programs entitled "Physiology" in the United States (U.S.). There was a range of zero to three required semesters of math, physics, physics laboratory, general biology, biology laboratory, general chemistry, chemistry laboratory, organic chemistry, organic chemistry laboratory, biochemistry, biochemistry laboratory, anatomy, anatomy laboratory, core systems physiology, and physiology laboratory. Required upper division credits ranged from 11 to 31 and included system-specific, exercise and environmental, clinically relevant, pathology/disease-related, and basic science options. We hope that this information will be useful for all programs that consider themselves to be physiology, regardless of name. Reports such as this can serve as a starting point for collaboration among BS programs to improve physiology undergraduate education and best serve our students. Copyright © 2017 the American Physiological Society.

Blended Learning within an Undergraduate Exercise Physiology Laboratory

ERIC Educational Resources Information Center

Elmer, Steven J.; Carter, Kathryn R.; Armga, Austin J.; Carter, Jason R.

2016-01-01

In physiological education, blended course formats (integration of face-to-face and online instruction) can facilitate increased student learning, performance, and satisfaction in classroom settings. There is limited evidence on the effectiveness of using blending course formats in laboratory settings. We evaluated the impact of blended learning…

Survey of Mathematics and Science Requirements for Production-Oriented Agronomy Majors.

ERIC Educational Resources Information Center

Aide, Michael; Terry, Danny

1996-01-01

Analyzes course requirements to determine the amount of required mathematics and science for production-oriented agronomy majors. Reports that mathematics requirements center around college algebra and statistics; science requirements generally include chemistry, biology, plant physiology, and genetics; and land-grant institutions have a…

Understanding physiology by acting out concepts.

PubMed

Yucha, C B

1995-12-01

Typically, classes in anatomy and physiology are taught via lecture and visual aids. This seems to work well for students who are primarily auditory and visual learners but not for those who learn better through kinesthetic experiences. This is the first report describing the use of improvisation to act out physiological concepts within an anatomy and physiology course. Improvisational techniques encourage active participation and allow students to personally interact with and experience difficult concepts in the classroom. In this paper, sensory modality preferences for learning will be discussed briefly. Improvisational techniques will be described, and examples of improvisations useful to convey intricate physiological concepts will be provided. Last, student responses to the use of improvisational techniques in an anatomy and physiology course will be reported.

Retrieval practice in the form of online homework improved information retention more when spaced 5 days rather than 1 day after class in two physiology courses.

PubMed

Cadaret, Caitlin N; Yates, Dustin T

2018-06-01

Studies have shown that practicing temporally spaced retrieval of previously learned information via formal assessments increases student retention of the information. Our objective was to determine the impact of online homework administered as a first retrieval practice 1 or 5 days after introduction of physiology topics on long-term information retention. Students in two undergraduate courses, Anatomy and Physiology (ASCI 240) and Animal Physiological Systems (ASCI 340), were presented with information on a specific physiological system during each weekly laboratory and then completed an online homework assignment either 1 or 5 days later. Information retention was assessed via an in-class quiz the following week and by a comprehensive final exam at semester's end (4-13 wk later). Performance on homework assignments was generally similar between groups for both courses. Information retention at 1 wk did not differ due to timing of homework in either course. In both courses, however, students who received homework 5 days after class performed better on final exam questions relevant to that week's topic compared with their day 1 counterparts. These findings indicate that the longer period between introducing physiology information in class and assigning the first retrieval practice was more beneficial to long-term information retention than the shorter period, despite seemingly equivalent benefits in the shorter term. Since information is typically forgotten over time, we speculate that the longer interval necessitates greater retrieval effort in much the same way as built-in desirable difficulties, thus allowing for stronger conceptual connections and deeper comprehension.

The pipeline of physiology courses in community colleges: to university, medical school, and beyond.

PubMed

McFarland, Jenny; Pape-Lindstrom, Pamela

2016-12-01

Community colleges are significant in the landscape of undergraduate STEM (science technology, engineering, and mathematics) education (9), including biology, premedical, and other preprofessional education. Thirty percent of first-year medical school students in 2012 attended a community college. Students attend at different times in high school, their first 2 yr of college, and postbaccalaureate. The community college pathway is particularly important for traditionally underrepresented groups. Premedical students who first attend community college are more likely to practice in underserved communities (2). For many students, community colleges have significant advantages over 4-yr institutions. Pragmatically, they are local, affordable, and flexible, which accommodates students' work and family commitments. Academically, community colleges offer teaching faculty, smaller class sizes, and accessible learning support systems. Community colleges are fertile ground for universities and medical schools to recruit diverse students and support faculty. Community college students and faculty face several challenges (6, 8). There are limited interactions between 2- and 4-yr institutions, and the ease of transfer processes varies. In addition, faculty who study and work to improve the physiology education experience often encounter obstacles. Here, we describe barriers and detail existing resources and opportunities useful in navigating challenges. We invite physiology educators from 2- and 4-yr institutions to engage in sharing resources and facilitating physiology education improvement across institutions. Given the need for STEM majors and health care professionals, 4-yr colleges and universities will continue to benefit from students who take introductory biology, physiology, and anatomy and physiology courses at community colleges. Copyright © 2016 The American Physiological Society.

An Investigative Laboratory Course in Human Physiology Using Computer Technology and Collaborative Writing

ERIC Educational Resources Information Center

FitzPatrick, Kathleen A.

2004-01-01

Active investigative student-directed experiences in laboratory science are being encouraged by national science organizations. A growing body of evidence from classroom assessment supports their effectiveness. This study describes four years of implementation and assessment of an investigative laboratory course in human physiology for 65…

"Alcohol and nicotine"--Concept and evaluation of an interdisciplinary elective course with OSPE in preclinical medical education.

PubMed

Bergelt, Corinna; Lauke, Heidrun; Petersen-Ewert, Corinna; Jücker, Manfred; Bauer, Christiane K

2014-01-01

In the last decade, increasing interest has been paid to interdisciplinary and practical courses in the medical education in Germany. This report describes the implementation and outcome of a preclinical interdisciplinary elective course with a team-teaching concept developed by lecturers in medical psychology, anatomy, physiology and biochemistry. The practical orientation of the course led to the implementation of a final interdisciplinary OSPE to ensure fair consideration of the different disciplines involved in grading. Individual OSPE results correlate well with the fact that different skills are required in medical psychology compared to those required in anatomy, physiology and biochemistry. Student course evaluation and lecturers` experience indicate the success of this elective course. Its concept can be well adapted to other interdisciplinary courses.

HistoViewer: An Interactive E-learning Platform Facilitating Group and Peer Group Learning

ERIC Educational Resources Information Center

Sander, Bjoern; Golas, Mariola Monika

2013-01-01

Understanding tissue architecture and the morphological characteristics of cells is a central prerequisite to comprehending the basis of physiological tissue function in healthy individuals and relating this to disease states. Traditionally, medical curricula include courses where students examine glass slides of cytological or tissue samples…

The Way of the Gun: Applying Lessons of Ground Combat to Pilot Training

DTIC Science & Technology

2016-02-29

actual practice repetitions.7 Current USAF Crew/Cockpit Resource Management ( CRM ) and Aerospace Physiology courses do not include any instruction on...Burke, Clint A. Bowers, and Katherine A. Wilson. Team Training in the Skies: Does Crew Resource Management ( CRM ) Training Work? Orlando, FL

Speak up! Mini Cases in Language

ERIC Educational Resources Information Center

Miller, Antoinette R.

2010-01-01

This is a series of short cases useful for a variety of courses, including physiological psychology, neuroscience, cognitive psychology, cognitive science, and cognitive neuropsychology/neuroscience. Each of these cases depicts a breakdown in language that may be traced to damage in an area or areas that are related to language processing, and…

A Medical Student Workshop in Mechanical Ventilation.

ERIC Educational Resources Information Center

And Others; Kushins, Lawrence G.

1980-01-01

In order to teach applied respiratory physiology to medical students, the anesthesiology faculty at the University of Florida College of Medicine has designed and implemented a course that includes a laboratory workshop in mechanical ventilation of an animal model that allows students to apply and expand their knowledge. (JMD)

Nutritional Assessment: Its Significance in Medical Education.

ERIC Educational Resources Information Center

Ozerol, Nail H.

1982-01-01

Medical educators must make every effort to achieve an adequate level of nutrition education for all health professionals. Medical schools should adopt a basic, required curriculum including biochemical and physiological aspects of nutrients, a clinical nutrition program for prevention of health hazards, and a course in nutritional assessment.…

Student learning styles in anatomy and physiology courses: Meeting the needs of nursing students.

PubMed

Johnston, A N B; Hamill, J; Barton, M J; Baldwin, S; Percival, J; Williams-Pritchard, G; Salvage-Jones, J; Todorovic, M

2015-11-01

Anatomy and Physiology is a core course in pre-registration nursing programs, yet many students have difficulty successfully negotiating the large volume of content and the complex concepts in these bioscience courses. Typically students perform poorly in these 'threshold' courses', despite multiple interventions to support student engagement. Investigation of the shortcomings in these courses, based on feedback from students indicated several key areas of difficulty in the course, especially focused around a relative lack of hands-on 'concrete' activities in laboratories and tutorials. To attempt to address this, academic and technical staff developed activities for students that promoted discussion and allowed students to interact easily and repetitively with content. Interactive tables and posters that needed to be labelled or 'filled-in' using pre-prepared Velcro dots, as well as pre-prepared flash cards to promote group work, were some examples of the activities used to enhance student experiences and promote hands-on learning. Over the academic year of 2013 these activities were introduced into the laboratory and tutorial classes for first year Bachelor of Nursing anatomy and physiology students. Staff and student participants positively rated implementation of these new activities on surveys, as they allowed them to explore the difficult aspects of anatomy and physiology, utilising various learning styles that may have been neglected in the past. Crown Copyright © 2015. Published by Elsevier Ltd. All rights reserved.

Video Laboratories for the Teaching and Learning of Professional Ethics in Exercise Physiology Curricula

ERIC Educational Resources Information Center

Senchina, David S.

2011-01-01

Student researchers in physiology courses often interact with human subjects in classroom research but may be unfamiliar with the professional ethics of experimenter-subject interactions. This communication describes experiences related to an interactive video used in exercise science and general biology courses to help students become aware of,…

Effectiveness of Inquiry-Based Learning in an Undergraduate Exercise Physiology Course

ERIC Educational Resources Information Center

Nybo, Lars; May, Michael

2015-01-01

The present study was conducted to investigate the effects of changing a laboratory physiology course for undergraduate students from a traditional step-by-step guided structure to an inquiry-based approach. With this aim in mind, quantitative and qualitative evaluations of learning outcomes (individual subject-specific tests and group interviews)…

Teaching Physiology of Exercise to Reluctant Physical Educators

ERIC Educational Resources Information Center

Strawbridge, Marilyn

2012-01-01

Exercise physiology seems to be a course that students love or hate. Many physical education students and others involved in the related areas of health, teaching, recreation, dance, athletic training, fitness, and motor learning and development find this course a requirement at some point in their curriculum. Inquiry-based learning is an…

Exercise in Inquiry: Critical Thinking in an Inquiry-Based Exercise Physiology Laboratory Course.

ERIC Educational Resources Information Center

DiPasquale, Dana M.; Mason, Cheryl L.; Kolkhorst, Fred W.

2003-01-01

Describes an inquiry-based teaching method implemented in an undergraduate exercise physiology laboratory course. Indicates students' strong, positive feelings about the inquiry-based teaching method and shows that inquiry-based learning results in a higher order of learning not typically observed in traditional style classes. This teaching method…

Teaching Animal Physiology: a 12-year experience transitioning from a classical to interactive approach with continual assessment and computer alternatives.

PubMed

Kaisarevic, Sonja N; Andric, Silvana A; Kostic, Tatjana S

2017-09-01

In response to the Bologna Declaration and contemporary trends in Animal Physiology education, the Animal Physiology course at the Faculty of Sciences, University of Novi Sad, Serbia, has evolved over a 12-yr period (2001-2012): from a classical two-semester course toward a one-semester course utilizing computer simulations of animal experiments, continual assessment, lectures, and an optional oral exam. This paper presents an overview of student achievement, the impact of reforms on learning outcomes, and lessons that we as educators learned during this process. The reforms had a positive impact on the percentage of students who completed the course within the same academic year. In addition, the percentage of students who completed the practical exam increased from 54% to >95% following the transition to a Bologna-based approach. However, average final grades declined from 8.0 to 6.8 over the same period. Students also appear reluctant to take the optional oral exam, and 82-91% of students were satisfied with the lower final grade obtained from only assessments and tests administered during the semester. In our endeavor to achieve learning outcomes set during the pre-Bologna period, while adopting contemporary teaching approaches, we sought to increase students' motivation to strive toward better performance, while ensuring that the increased quantity of students who complete the course is coupled with increased quality of education and a more in-depth understanding of animal physiology. Copyright © 2017 the American Physiological Society.

Teaching resources. Protein phosphatases.

PubMed

Salton, Stephen R

2005-03-01

This Teaching Resource provides lecture notes and slides for a class covering the structure and function of protein phosphatases and is part of the course "Cell Signaling Systems: A Course for Graduate Students." The lecture begins with a discussion of the importance of phosphatases in physiology, recognized by the award of a Nobel Prize in 1992, and then proceeds to describe the two types of protein phosphatases: serine/threonine and tyrosine phosphatases. The information covered includes the structure, regulation, and substrate specificity of protein phosphatases, with an emphasis on their importance in disease and clinical settings.

Changing undergraduate human anatomy and physiology laboratories: perspectives from a large-enrollment course.

PubMed

Griff, Edwin R

2016-09-01

In the present article, a veteran lecturer of human anatomy and physiology taught several sections of the laboratory component for the first time and shares his observations and analysis from this unique perspective. The article discusses a large-enrollment, content-heavy anatomy and physiology course in relationship to published studies on learning and student self-efficacy. Changes in the laboratory component that could increase student learning are proposed. The author also points out the need for research to assess whether selective curricular changes could increase the depth of understanding and retention of learned material. Copyright © 2016 The American Physiological Society.

Assessment and Comparison of Student Engagement in a Variety of Physiology Courses

ERIC Educational Resources Information Center

Hopper, Mari K.

2016-01-01

Calls for reform in science education have promoted active learning as a means to improve student engagement (SENG). SENG is generally acknowledged to have a positive effect on student learning, satisfaction, and retention. A validated 14-question survey was used to assess SENG in a variety of upper- and lower-level physiology courses, including…

Case Studies in a Physiology Course on the Autonomic Nervous System: Design, Implementation, and Evaluation

ERIC Educational Resources Information Center

Zimmermann, Martina

2010-01-01

The introduction of case studies on the autonomic nervous system in a fourth-semester physiology course unit for Pharmacy students is described in this article. This article considers how these case studies were developed and presents their content. Moreover, it reflects on their implementation and, finally, the reception of such a transformation…

Effect of Personal Response Systems on Student Perception and Academic Performance in Courses in a Health Sciences Curriculum

ERIC Educational Resources Information Center

FitzPatrick, Kathleen A.; Finn, Kevin E.; Campisi, Jay

2011-01-01

To increase student engagement, active participation, and performance, personal response systems (clickers) were incorporated into six lecture-based sections of four required courses within the Health Sciences Department major curriculum: freshman-level Anatomy and Physiology I and II, junior-level Exercise Physiology, and senior-level Human…

Pros and Cons of a Group Webpage Design Project in a Freshman Anatomy and Physiology Course

ERIC Educational Resources Information Center

Crisp, Kevin M.; Jensen, Murray; Moore, Randy

2007-01-01

To generate motivation and promote the development of written communication skills, students in a freshman-level anatomy and physiology course for nonmajors created group webpages describing historically important diseases. After the groups had been formed, each individual was assigned specific components of the disease (e.g., causes or…

Anatomy and Physiology. Module No. IV. Health Occupations Education II.

ERIC Educational Resources Information Center

Day, Nancy; And Others

This package of 31 modules on anatomy and physiology is one of six such packages containing a total of 46 modules that comprise Health Occupations Education II, the second course of a two-year course of study. Each module may contain some or all of the following components: introduction, directions, objectives, a list of learning activities,…

A Course in Chemical Pharmacology.

ERIC Educational Resources Information Center

Volker, Eugene J.

1989-01-01

Describes a course provided for health profession-oriented students. Uses a chemical basis to explain the physiology of drug action while considering appropriate patient care. Outlines course content and testing procedures. (Author)

Teaching Activities for Defensive Living and Emergency Preparedness. Education Modules.

ERIC Educational Resources Information Center

Peterson, Grit, Ed.; And Others

Designed for teaching a generalized program in emergency preparedness education, the eight units of the manual can be used together or alone in any course that teaches human response to emergency preparedness or in physical education, recreation, health, biology, physiology, or science classes. The guide includes an introduction and seven major…

Complexion Care; Cosmetology 2: 9207.02.

ERIC Educational Resources Information Center

Dade County Public Schools, Miami, FL.

Requiring 135 hours of classroom-laboratory instruction, the course develops skill in giving facial treatments including all massage manipulations, along with knowing the purpose of facials and of the anatomy and physiology related to it. The application of make-up for all types of skin and facial features is an integral part of the program. The…

Health, Physical Education, Recreation, and Dance for the Older Adult: A Modular Approach.

ERIC Educational Resources Information Center

American Alliance for Health, Physical Education, Recreation and Dance (AAHPERD).

This book is addressed to the teacher of health, physical education, recreation, and dance courses for older adults. The first section provides the foundation for understanding gerontology. It includes fundamental concepts within the areas of sociological, physiological, and psychological aspects of aging, health problems, and nutritional status…

Bioethics Cases and Issues: Enrichment for Social Science, Humanities, and Science Courses.

ERIC Educational Resources Information Center

Guyer, Ruth Levy; Dillon, Mary Lou; Anderson, Linda; Szobota, Lola

2000-01-01

Discusses the use of bioethics and bioethical dilemmas in different subject areas at the high school level by focusing on the case of Baby K. Includes the story of Baby K, classroom activities for U.S. history, 10th and 11th grade ethics, and anatomy and physiology. (CMK)

Osmotic Pressure in the Physics Course for Students of the Life Sciences

ERIC Educational Resources Information Center

Hobbie, Russell K.

1974-01-01

Discusses the use of an ideal gas model to explain osmotic equilibrium and nonequilibrium flows through an ideal semipermeable membrane. Included are a justification of the relationship between an ideal gas and a dilute solution, a review of the irreversible thermodynamic flow, and some sample applications to physiology. (CC)

Human Physiology and the Environment in Health and Disease: Readings from Scientific American.

ERIC Educational Resources Information Center

1976

This anthology of articles is designed to supplement standard texts for courses in human physiology, environmental physiology, anatomy and physiology, pathobiology, general biology, and environmental medicine. It focuses on the influences of the external environment on the body, the physiological responses to environmental challenges, and the ways…

The Effects Of An Exercise Physiology Program on Physical Fitness Variables, Body Satisfaction, and Physiology Knowledge.

ERIC Educational Resources Information Center

Perry, Arlette C.; Rosenblatt, Evelyn S.; Kempner, Lani; Feldman, Brandon B.; Paolercio, Maria A.; Van Bemden, Angie L.

2002-01-01

Examined the effects of an exercise physiology program on high school students' physical fitness, body satisfaction, and physiology knowledge. Intervention students received exercise physiology theory and active aerobic and resistance exercise within their biology course. Data from student surveys and measurements indicated that the integrated…

Ultrasound-based teaching of cardiac anatomy and physiology to undergraduate medical students.

PubMed

Hammoudi, Nadjib; Arangalage, Dimitri; Boubrit, Lila; Renaud, Marie Christine; Isnard, Richard; Collet, Jean-Philippe; Cohen, Ariel; Duguet, Alexandre

2013-10-01

Ultrasonography is a non-invasive imaging modality that offers the opportunity to teach living cardiac anatomy and physiology. The objectives of this study were to assess the feasibility of integrating an ultrasound-based course into the conventional undergraduate medical teaching programme and to analyse student and teacher feedback. An ultrasound-based teaching course was implemented and proposed to all second-year medical students (n=348) at the end of the academic year, after all the conventional modules at our faculty. After a brief theoretical and practical demonstration, students were allowed to take the probe and use the ultrasound machine. Students and teachers were asked to complete a survey and were given the opportunity to provide open feedback. Two months were required to implement the entire module; 330 (95%) students (divided into 39 groups) and 37 teachers participated in the course. Student feedback was very positive: 98% of students agreed that the course was useful; 85% and 74% considered that their understanding of cardiac anatomy and physiology, respectively, was improved. The majority of the teachers (97%) felt that the students were interested, 81% agreed that the course was appropriate for second-year medical students and 84% were willing to participate to future sessions. Cardiac anatomy and physiology teaching using ultrasound is feasible for undergraduate medical students and enhances their motivation to improve their knowledge. Student and teacher feedback on the course was very positive. Copyright © 2013 Elsevier Masson SAS. All rights reserved.

Anatomy as the Backbone of an Integrated First Year Medical Curriculum: Design and Implementation

PubMed Central

Klement, Brenda J.; Paulsen, Douglas F.; Wineski, Lawrence E

2011-01-01

Morehouse School of Medicine chose to restructure its first year medical curriculum in 2005. The anatomy faculty had prior experience in integrating courses, stemming from the successful integration of individual anatomical sciences courses into a single course called Human Morphology. The integration process was expanded to include the other first year basic science courses (Biochemistry, Physiology, and Neurobiology) as we progressed toward an integrated curriculum. A team, consisting of the course directors, a curriculum coordinator and the Associate Dean for Educational and Faculty Affairs, was assembled to build the new curriculum. For the initial phase, the original course titles were retained but the lecture order was reorganized around the Human Morphology topic sequence. The material from all four courses was organized into four sequential units. Other curricular changes included placing laboratories and lectures more consistently in the daily routine, reducing lecture time from 120 to 90 minute blocks, eliminating unnecessary duplication of content, and increasing the amount of independent study time. Examinations were constructed to include questions from all courses on a single test, reducing the number of examination days in each block from three to one. The entire restructuring process took two years to complete, and the revised curriculum was implemented for the students entering in 2007. The outcomes of the restructured curriculum include a reduction in the number of contact hours by 28%, higher or equivalent subject examination average scores, enhanced student satisfaction, and a first year curriculum team better prepared to move forward with future integration. PMID:21538939

Predicting students' happiness from physiology, phone, mobility, and behavioral data.

PubMed

Jaques, Natasha; Taylor, Sara; Azaria, Asaph; Ghandeharioun, Asma; Sano, Akane; Picard, Rosalind

2015-09-01

In order to model students' happiness, we apply machine learning methods to data collected from undergrad students monitored over the course of one month each. The data collected include physiological signals, location, smartphone logs, and survey responses to behavioral questions. Each day, participants reported their wellbeing on measures including stress, health, and happiness. Because of the relationship between happiness and depression, modeling happiness may help us to detect individuals who are at risk of depression and guide interventions to help them. We are also interested in how behavioral factors (such as sleep and social activity) affect happiness positively and negatively. A variety of machine learning and feature selection techniques are compared, including Gaussian Mixture Models and ensemble classification. We achieve 70% classification accuracy of self-reported happiness on held-out test data.

A Moodle-based blended learning solution for physiology education in Montenegro: a case study.

PubMed

Popovic, Natasa; Popovic, Tomo; Rovcanin Dragovic, Isidora; Cmiljanic, Oleg

2018-03-01

This study evaluates the impact of web-based blended learning in the physiology course at the Faculty of Medicine, University of Montenegro. The two main goals of the study were: to determine the impact of e-learning on student success in mastering the course, and to assess user satisfaction after the introduction of e-learning. The study compared a group of students who attended the physiology course before, with a group of students who attended the physiology course after the Moodle platform was fully implemented as an educational tool. Formative and summative assessment scores were compared between these two groups. The impact of high vs. low Moodle use on the assessment scores was analyzed. The satisfaction among Moodle users was assessed by the survey. The study found that attendance of face-to-face lectures had a positive impact on academic performance. The introduction of Moodle in the presented model of teaching increased interest of students, attendance of face-to-face lectures, as well as formative and summative scores. High frequency of Moodle use was not always associated with better academic performance, suggesting that the introduction of a new method of teaching was most likely equally accepted by low- and high-achieving students. Most of the students agreed that Moodle was easy to use and it complemented traditional teaching very well, but it could not completely replace traditional face-to-face lectures. The study supports continuing the use of web-based learning in a form of blended learning for physiology, as well as for other courses in medical education.

Understanding diffusion theory and Fick's law through food and cooking.

PubMed

Zhou, Larissa; Nyberg, Kendra; Rowat, Amy C

2015-09-01

Diffusion is critical to physiological processes ranging from gas exchange across alveoli to transport within individual cells. In the classroom, however, it can be challenging to convey the concept of diffusion on the microscopic scale. In this article, we present a series of three exercises that use food and cooking to illustrate diffusion theory and Fick's first law. These exercises are part of a 10-wk undergraduate course that uses food and cooking to teach fundamental concepts in physiology and biophysics to students, including nonscience majors. Consistent demonstration of practical applications in a classroom setting has the potential to fundamentally change how students view the role of science in their lives (15). Copyright © 2015 The American Physiological Society.

Research and Teaching: Correcting Missed Exam Questions as a Learning Tool in a Physiology Course

ERIC Educational Resources Information Center

Rozell, Timothy G.; Johnson, Jessica; Sexten, Andrea; Rhodes, Ashley E.

2017-01-01

Students in a junior- and senior-level Anatomy and Physiology course have the opportunity to correct missed exam questions ("regrade") and earn up to half of the original points missed. The three objectives of this study were to determine if: (a) performance on the regrade assignment was correlated with scores on subsequent exams, (b)…

The Use of Novel Camtasia Videos to Improve Performance of At-Risk Students in Undergraduate Physiology Courses

ERIC Educational Resources Information Center

Miller, Cynthia J.

2014-01-01

Students in undergraduate physiology courses often have difficulty understanding complex, multi-step processes, and these concepts consume a large portion of class time. For this pilot study, it was hypothesized that online multimedia resources may improve student performance in a high-risk population and reduce the in-class workload. A narrated…

Use of World Wide Web Server and Browser Software To Support a First-Year Medical Physiology Course.

ERIC Educational Resources Information Center

Davis, Michael J.; And Others

1997-01-01

Describes the use of a World Wide Web server to support a team-taught physiology course for first-year medical students. The students' evaluations indicate that computer use in class made lecture material more interesting, while the online documents helped reinforce lecture materials and textbooks. Lists factors which contribute to the…

Assisting at-risk community college students' acquisition of critical thinking learning strategies in human anatomy and physiology

NASA Astrophysics Data System (ADS)

Arburn, Theresa Morkovsky

1998-11-01

The purpose of this study was to investigate whether learning thinking strategies within the context of a community college course in Human Anatomy and Physiology would result in increased academic performance and the incidence of critical thinking skills. Included in the study sample were 68 community college students, many of whom would be categorized as "at-risk," who were enrolled in four sections of a Human Anatomy and Physiology class. Two of the class sections served as the experimental group and two sections served as the control group. During the course of one semester, members of the experimental group participated in the use of a student-generated questioning technique in conjunction with lecture presentations, while members of the control group did not. All students were pretested using the Learning and Study Strategies Inventory (LASSI) and the California Critical Thinking Skills Test (CCTST). Posttesting was completed using these same instruments and an end-of-course comprehensive examination. Analysis of data revealed no significant differences between the experimental and control groups with regard to their overall achievement, their ability to process information, or their demonstration of critical thinking. It was interesting to note, however, that members of the experimental group did exhibit a change in their ability to select main ideas, apply deductive reasoning, and use inference. While the use of thinking strategies within the context of the course did not effect a significant change in academic achievement or critical thinking among at-risk community college students, it should be noted that application of a non-lecture method of class participation had no negative impact on student performance. Whether more abstruse changes have occurred with regard to the acquisition of cognitive skills remains to be elucidated.

Currently available medical engineering degrees in the UK. Part 1: Undergraduate degrees.

PubMed

Joyce, T

2009-05-01

This paper reviews mechanical-engineering-based medical engineering degrees which are currently provided at undergraduate level in the UK. At present there are 14 undergraduate degree programmes in medical engineering, offered by the University of Bath, University of Birmingham, University of Bradford, Cardiff University, University of Hull, Imperial College London, University of Leeds, University of Nottingham, University of Oxford, Queen Mary University of London, University of Sheffield, University of Southampton, University of Surrey, and Swansea University. All these undergraduate courses are delivered on a full-time basis, both 3 year BEng and 4 year MEng degrees. Half of the 14 degree courses share a core first 2 years with a mechanical engineering stream. The other seven programmes include medical engineering modules earlier in their degrees. Within the courses, a very wide range of medical-engineering-related modules are offered, although more common modules include biomaterials, biomechanics, and anatomy and physiology.

Exploring student preferences with a Q-sort: the development of an individualized renal physiology curriculum.

PubMed

Roberts, John K; Hargett, Charles W; Nagler, Alisa; Jakoi, Emma; Lehrich, Ruediger W

2015-09-01

Medical education reform is underway, but the optimal course for change has yet to be seen. While planning for the redesign of a renal physiology course at the Duke School of Medicine, the authors used a Q-sort survey to assess students' attitudes and learning preferences to inform curricular change. The authors invited first-year medical students at the Duke School of Medicine to take a Q-sort survey on the first day of renal physiology. Students prioritized statements related to their understanding of renal physiology, learning preferences, preferred course characteristics, perceived clinical relevance of renal physiology, and interest in nephrology as a career. By-person factor analysis was performed using the centroid method. Three dominant factors were strongly defined by learning preferences: "readers" prefer using notes, a textbook, and avoid lectures; "social-auditory learners" prefer attending lectures, interactivity, and working with peers; and "visual learners" prefer studying images, diagrams, and viewing materials online. A smaller, fourth factor represented a small group of students with a strong predisposition against renal physiology and nephrology. In conclusion, the Q-sort survey identified and then described in detail the dominant viewpoints of our students. Learning style preferences better classified first-year students rather than any of the other domains. A more individualized curriculum would simultaneously cater to the different types of learners in the classroom. Copyright © 2015 The American Physiological Society.

ClueConnect: a word array game to promote student comprehension of key terminology in an introductory anatomy and physiology course.

PubMed

Burleson, Kathryn M; Olimpo, Jeffrey T

2016-06-01

The sheer amount of terminology and conceptual knowledge required for anatomy and physiology can be overwhelming for students. Educational games are one approach to reinforce such knowledge. In this activity, students worked collaboratively to review anatomy and physiology concepts by creating arrays of descriptive tiles to define a term. Once guessed, students located the structure or process within diagrams of the body. The game challenged students to think about course vocabulary in novel ways and to use their collective knowledge to get their classmates to guess the terms. Comparison of pretest/posttest/delayed posttest data revealed that students achieved statistically significant learning gains for each unit after playing the game, and a survey of student perceptions demonstrated that the game was helpful for learning vocabulary as well as fun to play. The game is easily adaptable for a variety of lower- and upper-division courses. Copyright © 2016 The American Physiological Society.

Knowledge loss of medical students on first year basic science courses at the university of Saskatchewan

PubMed Central

D'Eon, Marcel F

2006-01-01

Background Many senior undergraduate students from the University of Saskatchewan indicated informally that they did not remember much from their first year courses and wondered why we were teaching content that did not seem relevant to later clinical work or studies. To determine the extent of the problem a course evaluation study that measured the knowledge loss of medical students on selected first year courses was conducted. This study replicates previous memory decrement studies with three first year medicine basic science courses, something that was not found in the literature. It was expected that some courses would show more and some courses would show less knowledge loss. Methods In the spring of 2004 over 20 students were recruited to retake questions from three first year courses: Immunology, physiology, and neuroanatomy. Student scores on the selected questions at the time of the final examination in May 2003 (the 'test') were compared with their scores on the questions 10 or 11 months later (the 're-test') using paired samples t -tests. A repeated-measures MANOVA was used to compare the test and re-test scores among the three courses. The re-test scores were matched with the overall student ratings of the courses and the student scores on the May 2003 examinations. Results A statistically significant main effect of knowledge loss (F = 297.385; p < .001) and an interaction effect by course (F = 46.081; p < .001) were found. The students' scores in the Immunology course dropped 13.1%, 46.5% in Neuroanatomy, and 16.1% in physiology. Bonferroni post hoc comparisons showed a significant difference between Neuroanatomy and Physiology (mean difference of 10.7, p = .004). Conclusion There was considerable knowledge loss among medical students in the three basic science courses tested and this loss was not uniform across courses. Knowledge loss does not seem to be related to the marks on the final examination or the assessment of course quality by the students. PMID:16412241

Questionable Benefit of Visual and Peer Mediated Learning on Overall Learning Outcomes of a First-Year Physiology Course

ERIC Educational Resources Information Center

Ernst, Hardy; McGahan, William T.; Harrison, John

2015-01-01

This paper reports on attempts to incorporate creative visual literacy, by way of student owned technology, and sharing of student-generated multimedia amongst peers to enhance learning in a first year human physiology course. In 2013, students were set the task of producing an animated video, which outlined the pathogenesis of a chosen disease.…

Exploring Student Preferences with a Q-Sort: The Development of an Individualized Renal Physiology Curriculum

ERIC Educational Resources Information Center

Roberts, John K.; Hargett, Charles W.; Nagler, Alisa; Jakoi, Emma; Lehrich, Ruediger W.

2015-01-01

Medical education reform is underway, but the optimal course for change has yet to be seen. While planning for the redesign of a renal physiology course at the Duke School of Medicine, the authors used a Q-sort survey to assess students' attitudes and learning preferences to inform curricular change. The authors invited first-year medical students…

Assessing Academic Self-Efficacy, Knowledge, and Attitudes in Undergraduate Physiology Students

PubMed Central

Woolcock, Andrew D.; Creevy, Kate E.; Coleman, Amanda E.; Moore, James N.; Brown, Scott A.

2016-01-01

Academic self-efficacy affects the success of students in the sciences. Our goals were to develop an instrument to assess the self-efficacy and attitudes toward science of students in an undergraduate physiology course. We hypothesized 1) that our instrument would demonstrate that students taking this course would exhibit greater self-efficacy and more positive attitudes toward science than students in a non-science undergraduate course, and 2) that the physiology students’ self-efficacy and attitudes would improve after completing the course. A 25-question survey instrument was developed with items investigating demographic information, self-efficacy, content knowledge, confidence, and attitudes regarding science. Students in either an undergraduate physiology course (Group P) or a history course (Group H) completed the survey. Forty-eight students in Group P completed both PRE- and POST-class surveys, while 50 students in Group H completed the pre-class survey. The academic self-efficacy of Group P as assessed by the PRE-survey was significantly higher than Group H (p=0.0003). Interestingly, there was no significant difference between groups in content knowledge in the PRE-survey. The self-efficacy of Group P was significantly higher as assessed by the POST-survey, when compared to the PRE-survey (p<0.0001) coincident with an improvement (p<0.001) in content knowledge for Group P in the POST-survey. This study established a survey instrument with utility in assessing self-efficacy, attitudes, and content knowledge. Our approach has applicability to studies designed to determine the impact of instructional variables on academic self-efficacy, attitudes, and confidence of students in the sciences. PMID:27713903

Circadian Phenotype Composition is a Major Predictor of Diurnal Physical Performance in Teams.

PubMed

Facer-Childs, Elise; Brandstaetter, Roland

2015-01-01

Team performance is a complex phenomenon involving numerous influencing factors including physiology, psychology, and management. Biological rhythms and the impact of circadian phenotype have not been studied for their contribution to this array of factors so far despite our knowledge of the circadian regulation of key physiological processes involved in physical and mental performance. This study involved 216 individuals from 12 different teams who were categorized into circadian phenotypes using the novel RBUB chronometric test. The composition of circadian phenotypes within each team was used to model predicted daily team performance profiles based on physical performance tests. Our results show that the composition of circadian phenotypes within teams is variable and unpredictable. Predicted physical peak performance ranged from 1:52 to 8:59 p.m. with performance levels fluctuating by up to 14.88% over the course of the day. The major predictor for peak performance time in the course of a day in a team is the occurrence of late circadian phenotypes. We conclude that circadian phenotype is a performance indicator in teams that allows new insight and a better understanding of team performance variation in the course of a day as often observed in different groupings of individuals.

Circadian Phenotype Composition is a Major Predictor of Diurnal Physical Performance in Teams

PubMed Central

Facer-Childs, Elise; Brandstaetter, Roland

2015-01-01

Team performance is a complex phenomenon involving numerous influencing factors including physiology, psychology, and management. Biological rhythms and the impact of circadian phenotype have not been studied for their contribution to this array of factors so far despite our knowledge of the circadian regulation of key physiological processes involved in physical and mental performance. This study involved 216 individuals from 12 different teams who were categorized into circadian phenotypes using the novel RBUB chronometric test. The composition of circadian phenotypes within each team was used to model predicted daily team performance profiles based on physical performance tests. Our results show that the composition of circadian phenotypes within teams is variable and unpredictable. Predicted physical peak performance ranged from 1:52 to 8:59 p.m. with performance levels fluctuating by up to 14.88% over the course of the day. The major predictor for peak performance time in the course of a day in a team is the occurrence of late circadian phenotypes. We conclude that circadian phenotype is a performance indicator in teams that allows new insight and a better understanding of team performance variation in the course of a day as often observed in different groupings of individuals. PMID:26483754

Multimodal integration of anatomy and physiology classes: How instructors utilize multimodal teaching in their classrooms

NASA Astrophysics Data System (ADS)

McGraw, Gerald M., Jr.

Multimodality is the theory of communication as it applies to social and educational semiotics (making meaning through the use of multiple signs and symbols). The term multimodality describes a communication methodology that includes multiple textual, aural, and visual applications (modes) that are woven together to create what is referred to as an artifact. Multimodal teaching methodology attempts to create a deeper meaning to course content by activating the higher cognitive areas of the student's brain, creating a more sustained retention of the information (Murray, 2009). The introduction of multimodality educational methodologies as a means to more optimally engage students has been documented within educational literature. However, studies analyzing the distribution and penetration into basic sciences, more specifically anatomy and physiology, have not been forthcoming. This study used a quantitative survey design to determine the degree to which instructors integrated multimodality teaching practices into their course curricula. The instrument used for the study was designed by the researcher based on evidence found in the literature and sent to members of three associations/societies for anatomy and physiology instructors: the Human Anatomy and Physiology Society; the iTeach Anatomy & Physiology Collaborate; and the American Physiology Society. Respondents totaled 182 instructor members of two- and four-year, private and public higher learning colleges collected from the three organizations collectively with over 13,500 members in over 925 higher learning institutions nationwide. The study concluded that the expansion of multimodal methodologies into anatomy and physiology classrooms is at the beginning of the process and that there is ample opportunity for expansion. Instructors continue to use lecture as their primary means of interaction with students. Email is still the major form of out-of-class communication for full-time instructors. Instructors with greater than 16 years of teaching anatomy and physiology are less likely to use video or animation in their classroom than instructors with fewer years.

Sex-Based Differences in Physiology: What Should We Teach in the Medical Curriculum?

ERIC Educational Resources Information Center

Blair, Martha L.

2007-01-01

An abundance of recent research indicates that there are multiple differences between males and females both in normal physiology and in the pathophysiology of disease. The Refresher Course on Gender Differences in Physiology, sponsored by the American Physiological Society Education Committee at the 2006 Experimental Biology Meeting in San…

A Comparison of Student Academic Motivations across Three Course Disciplines

ERIC Educational Resources Information Center

Maurer, Trent W.; Allen, Deborah; Gatch, Delena Bell; Shankar, Padmini; Sturges, Diana

2013-01-01

Intrinsic and extrinsic motivations of undergraduate students enrolled in human anatomy and physiology, physics, and nutrition courses were explored with course discipline-specific adapted versions of the Academic Motivation Scale. Information on students' study habits and efforts, and final course grades were also collected. Results revealed the…

Predicting students’ happiness from physiology, phone, mobility, and behavioral data

PubMed Central

Jaques, Natasha; Taylor, Sara; Azaria, Asaph; Ghandeharioun, Asma; Sano, Akane; Picard, Rosalind

2017-01-01

In order to model students’ happiness, we apply machine learning methods to data collected from undergrad students monitored over the course of one month each. The data collected include physiological signals, location, smartphone logs, and survey responses to behavioral questions. Each day, participants reported their wellbeing on measures including stress, health, and happiness. Because of the relationship between happiness and depression, modeling happiness may help us to detect individuals who are at risk of depression and guide interventions to help them. We are also interested in how behavioral factors (such as sleep and social activity) affect happiness positively and negatively. A variety of machine learning and feature selection techniques are compared, including Gaussian Mixture Models and ensemble classification. We achieve 70% classification accuracy of self-reported happiness on held-out test data. PMID:28515966

A Simulator-Assisted Workshop for Teaching Chemostat Cultivation in Academic Classes on Microbial Physiology.

PubMed

Hakkaart, Xavier D V; Pronk, Jack T; van Maris, Antonius J A

2017-01-01

Understanding microbial growth and metabolism is a key learning objective of microbiology and biotechnology courses, essential for understanding microbial ecology, microbial biotechnology and medical microbiology. Chemostat cultivation, a key research tool in microbial physiology that enables quantitative analysis of growth and metabolism under tightly defined conditions, provides a powerful platform to teach key features of microbial growth and metabolism. Substrate-limited chemostat cultivation can be mathematically described by four equations. These encompass mass balances for biomass and substrate, an empirical relation that describes distribution of consumed substrate over growth and maintenance energy requirements (Pirt equation), and a Monod-type equation that describes the relation between substrate concentration and substrate-consumption rate. The authors felt that the abstract nature of these mathematical equations and a lack of visualization contributed to a suboptimal operative understanding of quantitative microbial physiology among students who followed their Microbial Physiology B.Sc. courses. The studio-classroom workshop presented here was developed to improve student understanding of quantitative physiology by a set of question-guided simulations. Simulations are run on Chemostatus, a specially developed MATLAB-based program, which visualizes key parameters of simulated chemostat cultures as they proceed from dynamic growth conditions to steady state. In practice, the workshop stimulated active discussion between students and with their teachers. Moreover, its introduction coincided with increased average exam scores for questions on quantitative microbial physiology. The workshop can be easily implemented in formal microbial physiology courses or used by individuals seeking to test and improve their understanding of quantitative microbial physiology and/or chemostat cultivation.

Teaching cardiovascular physiology with equivalent electronic circuits in a practically oriented teaching module.

PubMed

Ribaric, Samo; Kordas, Marjan

2011-06-01

Here, we report on a new tool for teaching cardiovascular physiology and pathophysiology that promotes qualitative as well as quantitative thinking about time-dependent physiological phenomena. Quantification of steady and presteady-state (transient) cardiovascular phenomena is traditionally done by differential equations, but this is time consuming and unsuitable for most undergraduate medical students. As a result, quantitative thinking about time-dependent physiological phenomena is often not extensively dealt with in an undergraduate physiological course. However, basic concepts of steady and presteady state can be explained with relative simplicity, without the introduction of differential equation, with equivalent electronic circuits (EECs). We introduced undergraduate medical students to the concept of simulating cardiovascular phenomena with EECs. EEC simulations facilitate the understanding of simple or complex time-dependent cardiovascular physiological phenomena by stressing the analogies between EECs and physiological processes. Student perceptions on using EEC to simulate, study, and understand cardiovascular phenomena were documented over a 9-yr period, and the impact of the course on the students' knowledge of selected basic facts and concepts in cardiovascular physiology was evaluated over a 3-yr period. We conclude that EECs are a valuable tool for teaching cardiovascular physiology concepts and that EECs promote active learning.

Implementation of science process skills using ICT-based approach to facilitate student life skills

NASA Astrophysics Data System (ADS)

Rahayu, Y. S.; Yuliani; Wijaya, B. R.

2018-01-01

The purpose of this study is to describe the results of the implementation of a teaching-learning package in Plant Physiology courses to improve the student’s life skills using the science process skills-based approach ICT. This research used 15 students of Biology Education of Undergraduate International Class who are in the Plant Physiology course. This study consists of two phases items, namely the development phase and implementation phase by using a one-shot case study design. Research parameters were the feasibility of lesson plans, student achievement, Including academic skills, thinking skills, and social skills. Data were descriptively Analyzed According to the characteristics of the existing data. The result shows that the feasibility of a lesson plan is very satisfied and can be improvements in student’s life skills, especially with regards to student’s thinking skills and scientific thinking skills. The results indicate that the science process skills using ICT-based approach can be effective methods to improve student’s life skills.

Exploring student preferences with a Q-sort: the development of an individualized renal physiology curriculum

PubMed Central

Roberts, John K.; Hargett, Charles W.; Nagler, Alisa; Jakoi, Emma

2015-01-01

Medical education reform is underway, but the optimal course for change has yet to be seen. While planning for the redesign of a renal physiology course at the Duke School of Medicine, the authors used a Q-sort survey to assess students' attitudes and learning preferences to inform curricular change. The authors invited first-year medical students at the Duke School of Medicine to take a Q-sort survey on the first day of renal physiology. Students prioritized statements related to their understanding of renal physiology, learning preferences, preferred course characteristics, perceived clinical relevance of renal physiology, and interest in nephrology as a career. By-person factor analysis was performed using the centroid method. Three dominant factors were strongly defined by learning preferences: “readers” prefer using notes, a textbook, and avoid lectures; “social-auditory learners” prefer attending lectures, interactivity, and working with peers; and “visual learners” prefer studying images, diagrams, and viewing materials online. A smaller, fourth factor represented a small group of students with a strong predisposition against renal physiology and nephrology. In conclusion, the Q-sort survey identified and then described in detail the dominant viewpoints of our students. Learning style preferences better classified first-year students rather than any of the other domains. A more individualized curriculum would simultaneously cater to the different types of learners in the classroom. PMID:26330030

Developmental aspects of a life course approach to healthy ageing.

PubMed

Hanson, M A; Cooper, C; Aihie Sayer, A; Eendebak, R J; Clough, G F; Beard, J R

2016-04-15

We examine the mechanistic basis and wider implications of adopting a developmental perspective on human ageing. Previous models of ageing have concentrated on its genetic basis, or the detrimental effects of accumulated damage, but also have raised issues about whether ageing can be viewed as adaptive itself, or is a consequence of other adaptive processes, for example if maintenance and repair processes in the period up to reproduction are traded off against later decline in function. A life course model places ageing in the context of the attainment of peak capacity for a body system, starting in early development when plasticity permits changes in structure and function induced by a range of environmental stimuli, followed by a period of decline, the rate of which depends on the peak attained as well as the later life conditions. Such path dependency in the rate of ageing may offer new insights into its modification. Focusing on musculoskeletal and cardiovascular function, we discuss this model and the possible underlying mechanisms, including endothelial function, oxidative stress, stem cells and nutritional factors such as vitamin D status. Epigenetic changes induced during developmental plasticity, and immune function may provide a common mechanistic process underlying a life course model of ageing. The life course trajectory differs in high and low resource settings. New insights into the developmental components of the life course model of ageing may lead to the design of biomarkers of later chronic disease risk and to new interventions to promote healthy ageing, with important implications for public health. © 2015 The Authors. The Journal of Physiology © 2015 The Physiological Society.

Assessing the Effectiveness of Case-Based Collaborative Learning via Randomized Controlled Trial.

PubMed

Krupat, Edward; Richards, Jeremy B; Sullivan, Amy M; Fleenor, Thomas J; Schwartzstein, Richard M

2016-05-01

Case-based collaborative learning (CBCL) is a novel small-group approach that borrows from team-based learning principles and incorporates elements of problem-based learning (PBL) and case-based learning. CBCL includes a preclass readiness assurance process and case-based in-class activities in which students respond to focused, open-ended questions individually, discuss their answers in groups of 4, and then reach consensus in larger groups of 16. This study introduces CBCL and assesses its effectiveness in one course at Harvard Medical School. In a 2013 randomized controlled trial, 64 medical and dental student volunteers were assigned randomly to one of four 8-person PBL tutorial groups (control; n = 32) or one of two 16-person CBCL tutorial groups (experimental condition; n = 32) as part of a required first-year physiology course. Outcomes for the PBL and CBCL groups were compared using final exam scores, student responses to a postcourse survey, and behavioral coding of portions of video-recorded class sessions. Overall, the course final exam scores for CBCL and PBL students were not significantly different. However, CBCL students whose mean exam performance in prior courses was below the participant median scored significantly higher than their PBL counterparts on the physiology course final exam. The most common adjectives students used to describe CBCL were "engaging," "fun," and "thought-provoking." Coding of observed behaviors indicated that individual affect was significantly higher in the CBCL groups than in the PBL groups. CBCL is a viable, engaging, active learning method. It may particularly benefit students with lower academic performance.

42 CFR 410.21 - Limitations on services of a chiropractor.

Code of Federal Regulations, 2012 CFR

2012-10-01

... adequate courses of study in the subjects of anatomy, physiology, symptomatology and diagnosis, hygiene and..., physiology, symptomatology and diagnosis, hygiene and sanitation, chemistry, histology, pathology, principles...

42 CFR 410.21 - Limitations on services of a chiropractor.

Code of Federal Regulations, 2010 CFR

2010-10-01

... adequate courses of study in the subjects of anatomy, physiology, symptomatology and diagnosis, hygiene and..., physiology, symptomatology and diagnosis, hygiene and sanitation, chemistry, histology, pathology, principles...

42 CFR 410.21 - Limitations on services of a chiropractor.

Code of Federal Regulations, 2011 CFR

2011-10-01

... adequate courses of study in the subjects of anatomy, physiology, symptomatology and diagnosis, hygiene and..., physiology, symptomatology and diagnosis, hygiene and sanitation, chemistry, histology, pathology, principles...

42 CFR 410.21 - Limitations on services of a chiropractor.

Code of Federal Regulations, 2014 CFR

2014-10-01

... adequate courses of study in the subjects of anatomy, physiology, symptomatology and diagnosis, hygiene and..., physiology, symptomatology and diagnosis, hygiene and sanitation, chemistry, histology, pathology, principles...

42 CFR 410.21 - Limitations on services of a chiropractor.

Code of Federal Regulations, 2013 CFR

2013-10-01

... adequate courses of study in the subjects of anatomy, physiology, symptomatology and diagnosis, hygiene and..., physiology, symptomatology and diagnosis, hygiene and sanitation, chemistry, histology, pathology, principles...

The effect of active learning on student characteristics in a human physiology course for nonmajors.

PubMed

Wilke, R Russell

2003-12-01

This study investigated the effect of active-learning strategies on college students' achievement, motivation, and self-efficacy in a human physiology course for nonmajors. Variables were studied via a quasi-experimental, Solomon four-group design on 141 students at a small west-Texas university. Treatment groups were taught using a continuum-based, active-learning model implemented over the course of a semester. Control groups were taught using traditional didactic lecture methods. To assess the effects of the continuum-based active learning strategies, students were administered a comprehensive physiology content exam, the Motivated Strategies for Learning Questionnaire, and attitude surveys. Factorial analyses indicated that the treatment groups acquired significantly more content knowledge and were significantly more self-efficacious than students in the control groups. There were no significant differences in motivation. Attitude surveys indicated that students in both the treatment and control groups demonstrated a positive attitude toward active learning, believed it helped (or would help) them to learn the material, and would choose an active learning course in the future.

The lateral neostriatum is necessary for compensatory ingestive behaviour after intravascular dehydration in female rats.

PubMed

Lelos, M J; Harrison, D J; Rosser, A E; Dunnett, S B

2013-12-01

Aberrant striatal function results in an array of physiological symptoms, including impaired consummatory and regulatory behaviours, which can lead to weight loss and dehydration. It was hypothesised, therefore, that cell loss in the neostriatum may contribute to altered fluid intake by regulating physiological signals related to dehydration status. To test this theory, rats with lesions of the lateral neostriatum and sham controls underwent a series of physiological challenges, including the experimental induction of intracellular and intravascular dehydration. No baseline differences in prandial or non-prandial drinking were observed, nor were differences in locomotor activity evident between groups. Furthermore, intracellular dehydration increased water intake in lesion rats in a manner comparable to sham rats. Interestingly, a specific impairment was evident in lesion rats after subcutaneous injection of poly-ethylene glycol was used to induce intravascular dehydration, such that lesion rats failed to adapt their water intake to this physiological change. The results suggest that the striatal lesions resulted in regulatory dysfunction by impairing motivational control over compensatory ingestive behaviour after intravascular hydration, while the physiological signals related to dehydration remain intact. Loss of these cells in neurodegenerative disorders, such Huntington's disease, may contribute to regulatory changes evident in the course of the disease. Copyright © 2013 Elsevier Ltd. All rights reserved.

Causal-Comparative Study Analyzing Student Success in Hybrid Anatomy and Physiology Courses

ERIC Educational Resources Information Center

Levy, Jacqueline Anita

2013-01-01

In the biological sciences, higher student success levels are achieved in traditionally formatted, face-to-face coursework than in hybrid courses. The methodologies used to combine hybrid and in-person elements to the course need to be applied to the biological sciences to emulate the success seen in the traditional courses since the number of…

Academic performance in human anatomy and physiology classes: a 2-yr study of academic motivation and grade expectation.

PubMed

Sturges, Diana; Maurer, Trent W; Allen, Deborah; Gatch, Delena Bell; Shankar, Padmini

2016-03-01

This project used a nonexperimental design with a convenience sample and studied the relationship between academic motivation, grade expectation, and academic performance in 1,210 students enrolled in undergraduate human anatomy and physiology (HAP) classes over a 2-yr period. A 42-item survey that included 28 items of the adapted academic motivation scale for HAP based on self-determination theory was administered in class during the first 3 wk of each semester. Students with higher grade point averages, who studied for longer hours and reported to be more motivated to succeed, did better academically in these classes. There was a significant relationship between students' scores on the adapted academic motivation scale and performance. Students were more extrinsically motivated to succeed in HAP courses than intrinsically motivated to succeed, and the analyses revealed that the most significant predictor of final grade was within the extrinsic scale (introjected and external types). Students' motivations remained stable throughout the course sequence. The data showed a significant relationship between HAP students' expected grade and their final grade in class. Finally, 65.5% of students overestimated their final grade, with 29% of students overestimating by two to four letter grades. Copyright © 2016 The American Physiological Society.

Beyond the Printed Page: Physiology Education without a Textbook?

ERIC Educational Resources Information Center

Stavrianeas, Stasinos; Stewart, Mark; Harmer, Peter

2008-01-01

Pedagogical innovations, ideas, and outcomes designed to enhance student learning in physiology courses are encouraged by our professional organizations and are actively discussed at conferences and in "Advances in Physiological Education." Here, we report our experiment with freely available internet-based material as a substitute for the…

"Women come here on their own when they need to": prenatal care, authoritative knowledge, and maternal health in Oaxaca.

PubMed

Sesia, P M

1996-06-01

Physiological and anatomical concepts about reproduction held by traditional midwives in Southern Oaxaca differ considerably from those of biomedicine. Government training courses for traditional midwives disregard these deep-seated differences, and also the underlying conceptual rationale of ethno-obstetrics. These courses constantly reinforce and actively promote the biomedical model of care. But rural midwives, despite these training courses, do not substantially change their obstetrical vision and ways. The strength of their own authoritative knowledge, fully shared by the women and men of their communities, allows them to continue their traditional style of care, despite pressures to conform to biomedical values, beliefs, and practices. Suggestions for a mutual accommodation of biomedical and midwifery approaches to prenatal care include training medical personnel in ethno-obstetric techniques and rationales, teaching midwives basic medical interventions, addressing in intervention programs all social actors participating in reproductive decision making, and adopting an interdisciplinary approach that includes nonmedical aspects of maternal care.

Encouraging science reading beyond the curriculum.

PubMed

Lamberson, W R; Smith, M F

2005-08-01

Students in genetics and reproductive physiology, junior-/senior-level courses with enrollments averaging 76 and 41 students, respectively, were encouraged to read popular science books for extra credit. The objectives of the readings were to reinforce basic class concepts by forming ties to everyday life, and to expose students to a genre that can provide information to prepare them as citizens to engage in the debate over current issues. The books for genetics were The Double Helix, Genome, Voyage of the Beagle, and The Engineer in the Garden; and the books for reproductive physiology were Clone, Lives of a Cell, Life Before Birth and A Time to be Born, and The Second Creation: Dolly and The Age of Biological Control. To earn credit (3% of the course grade for each of up to three books), students had to demonstrate knowledge and understanding of each book during a 15-min discussion with the instructor. Discussions focused on questions designed to stimulate critical thinking about each book's content. For example: "There is approximately 98% homology in DNA sequence between humans and chimpanzees; in aspects ranging from basic physiology to behavior, what makes us similar to or different from the species that is our closest living relative?" The numbers of students reading three books in Years 1 and 2 were 2 and 12 in genetics, and 4 and 3 in reproductive physiology; those reading two books in Years 1 and 2 were 5 and 20 in genetics, and 0 and 2 in reproductive physiology; and those reading one book in Years 1 and 2 were 21 and 31 in genetics, and 7 and 8 in reproductive physiology. The numbers of students that read no books in Years 1 and 2 were 33 and 27 in genetics, and 45 and 20 in reproductive physiology. Participation in the reading project occurred independently of course grades. Sixteen genetics students from the second year's class, eight that had participated in the extra credit reading and eight that had not, volunteered to be reexamined on material from the class. The reexamination was conducted 3 mo after the end of the class. With first exam score fitted as a covariate (P < 0.10), participation in the extra credit reading assignment did not affect score on the reexamination; participants averaged 67% correct answers, nonparticipants averaged 59% (P = 0.37). Comments on course evaluations indicated broad satisfaction with the assignments. Although no improvement of retention could be documented from this project, our objective of encouraging students to engage in reading material supplemental to courses in genetics and reproductive physiology was satisfied.

Can Clinical Scenario Videos Improve Dental Students' Perceptions of the Basic Sciences and Ability to Apply Content Knowledge?

PubMed

Miller, Cynthia Jayne; Metz, Michael James

2015-12-01

Dental students often have difficulty understanding the importance of basic science classes, such as physiology, for their future careers. To help alleviate this problem, the aim of this study was to create and evaluate a series of video modules using simulated patients and custom-designed animations that showcase medical emergencies in the dental practice. First-year students in a dental physiology course formatively assessed their knowledge using embedded questions in each of the three videos; 108 to 114 of the total 120 first-year students answered the questions, for a 90-95% response rate. These responses indicated that while the students could initially recognize the cause of the medical emergency, they had difficulty in applying their knowledge of physiology to the scenario. In two of the three videos, students drastically improved their ability to answer high-level clinical questions at the conclusion of the video. Additionally, when compared to the previous year of the course, there was a significant improvement in unit exam scores on clinically related questions (6.2% increase). Surveys were administered to the first-year students who participated in the video modules and fourth-year students who had completed the course prior to implementation of any clinical material. The response rate for the first-year students was 96% (115/120) and for the fourth-year students was 57% (68/120). The first-year students indicated a more positive perception of the physiology course and its importance for success on board examinations and their dental career than the fourth-year students. The students perceived that the most positive aspects of the modules were the clear applications of physiology to real-life dental situations, the interactive nature of the videos, and the improved student comprehension of course concepts. These results suggest that online modules may be used successfully to improve students' perceptions of the basic sciences and enhance their ability to apply basic science content to clinically important scenarios.

Incorporating Primary Literature in Undergraduate Crop Science Courses

ERIC Educational Resources Information Center

Scott, Lori K.; Simmons, Steve R.

2006-01-01

Primary literature is an underutilized learning resource for undergraduate courses in crop science. Reading assignments from scientific journals were utilized in an undergraduate University of Minnesota crop physiology course at Southwest Minnesota State University from 2002 to 2004. The subjects of the articles corresponded to the lecture topics.…

A Study of Persistence in the Northeast State Community College Health-Related Programs of Study

NASA Astrophysics Data System (ADS)

Hamilton, Allana R.

2011-12-01

The purpose of the study was to identify factors that were positively associated with persistence to graduation by students who were admitted to Health-Related Programs leading to the degree associate of applied science at Northeast State Community College. The criterion variable in this study was persistence, which was categorized into two groups the persister group (program completers) and the nonpersister (program noncompleters) group. The predictor variables included gender, ethnic origin, first- (or nonfirst-) generation-student status, age, specific major program of study, number of remedial and/or developmental courses taken, grades in selected courses (human anatomy and physiology I and II, microbiology, probability and statistics, composition I, clinical I, clinical II), and number of mathematics and science credit hours earned prior to program admission. The data for this ex post facto nonexperimental design were located in Northeast State's student records database, Banner Information System. The subjects of the study were students who had been admitted into Health-Related Programs of study at a 2-year public community college between the years of 1999 and 2008. The population size was 761. Health-Related Programs of study included Dental Assisting, Cardiovascular Technology, Emergency Medical Technology -- Paramedic, Medical Laboratory Technology, Nursing, and Surgical Technology. A combination of descriptive and inferential statistics was used in the analysis of the data. Descriptive statistics included measures of central tendency, standard deviations, and percentages, as appropriate. Independent samples t-tests were used to determine if the mean of a variable on one group of subjects was different from the mean of the same variable with a different group of subjects. It was found that gender, ethnic origin, first-generation status, and age were not significantly associated with persistence to graduation. However, findings did reveal a statistically significant difference in persistence rates among the specific Health-Related Programs of study. Academic data including grades in human anatomy and physiology I, probability and statistics, and composition I, suggested a relationship between the course grade and persistence to graduation. Findings also revealed a relationship between the number of math and science courses completed and students' persistence to graduation.

Using Paper Presentation Breaks during Didactic Lectures Improves Learning of Physiology in Undergraduate Students

ERIC Educational Resources Information Center

Ghorbani, Ahmad; Ghazvini, Kiarash

2016-01-01

Many studies have emphasized the incorporation of active learning into classrooms to reinforce didactic lectures for physiology courses. This work aimed to determine if presenting classic papers during didactic lectures improves the learning of physiology among undergraduate students. Twenty-two students of health information technology were…

Current Practices in the Delivery of Undergraduate Exercise Physiology Content

ERIC Educational Resources Information Center

Fisher, Michele M.

2013-01-01

The purpose of this study was to identify current practices for the delivery of exercise physiology content at the undergraduate level. An anonymous 22-item survey was sent to instructors of exercise physiology to collect information concerning the structure of course offerings and instructional practices. One hundred ten instructors responded to…

The effectiveness of concept mapping and retrieval practice as learning strategies in an undergraduate physiology course.

PubMed

Burdo, Joseph; O'Dwyer, Laura

2015-12-01

Concept mapping and retrieval practice are both educational methods that have separately been reported to provide significant benefits for learning in diverse settings. Concept mapping involves diagramming a hierarchical representation of relationships between distinct pieces of information, whereas retrieval practice involves retrieving information that was previously coded into memory. The relative benefits of these two methods have never been tested against each other in a classroom setting. Our study was designed to investigate whether or not concept mapping or retrieval practice produced a significant learning benefit in an undergraduate physiology course as measured by exam performance and, if so, was the benefit of one method significantly greater than the other. We found that there was a trend toward increased exam scores for the retrieval practice group compared with both the control group and concept mapping group, and that trend achieved statistical significance for one of the four module exams in the course. We also found that women performed statistically better than men on the module exam that contained a substantial amount of material relating to female reproductive physiology. Copyright © 2015 The American Physiological Society.

Writing on the board as students' preferred teaching modality in a physiology course.

PubMed

Armour, Chris; Schneid, Stephen D; Brandl, Katharina

2016-06-01

The introduction of PowerPoint presentation software has generated a paradigm shift in the delivery of lectures. PowerPoint has now almost entirely replaced chalkboard or whiteboard teaching at the undergraduate and graduate levels. This study investigated whether undergraduate biology students preferred to have lectures delivered by PowerPoint or written on the board as well as the reasons behind their preference. Two upper-division physiology courses were surveyed over a period of 7 yr. A total of 1,905 students (86.7%) indicated they preferred lectures delivered by "writing on the board" compared to 291 students (13.3%) who preferred PowerPoint. Common themes drawn from explanations reported by students in favor of writing on the board included: 1) more appropriate pace, 2) facilitation of note taking, and 3) greater alertness and attention. Common themes in favor of PowerPoint included 1) increased convenience, 2) focus on listening, and 3) more accurate and readable notes. Based on the students' very strong preference for writing on the board and the themes supporting that preference, we recommend that instructors incorporate elements of the writing on the board delivery style into whatever teaching modality is used. If instructors plan to use PowerPoint, the presentation should be paced, constructed, and delivered to provide the benefits of lectures written on the board. The advantages of writing on the board can be also incorporated into instruction intended to occur outside the classroom, such as animated narrated videos as part of the flipped classroom approach. Copyright © 2016 The American Physiological Society.

Video laboratories for the teaching and learning of professional ethics in exercise physiology curricula.

PubMed

Senchina, David S

2011-09-01

Student researchers in physiology courses often interact with human subjects in classroom research but may be unfamiliar with the professional ethics of experimenter-subject interactions. This communication describes experiences related to an interactive video used in exercise science and general biology courses to help students become aware of, sensitive to, and comfortable with implementing professional ethics into their own thinking and behavior as researchers before entering the laboratory. The activity consisted of a filmed exercise physiology experiment complemented with interactive question sheets followed by small- and large-group discussion and culminating with individual student reflections. Student written responses from multiple courses indicated that students were able to 1) identify and consider the ethics of experimenter-subject interactions from the movie, 2) generalize broader ideas of professional ethics from those observations, and 3) consider their observations in terms of future experiments they would be conducting personally and how they should interact with human subjects. A majority of students indicated a positive reaction to the video and identified specific aspects they appreciated. It is hoped that this report will encourage other instructors to consider the use of interactive videos in the teaching and learning of professional ethics related to their courses.

Blended learning within an undergraduate exercise physiology laboratory.

PubMed

Elmer, Steven J; Carter, Kathryn R; Armga, Austin J; Carter, Jason R

2016-03-01

In physiological education, blended course formats (integration of face-to-face and online instruction) can facilitate increased student learning, performance, and satisfaction in classroom settings. There is limited evidence on the effectiveness of using blending course formats in laboratory settings. We evaluated the impact of blended learning on student performance and perceptions in an undergraduate exercise physiology laboratory. Using a randomized, crossover design, four laboratory topics were delivered in either a blended or traditional format. For blended laboratories, content was offloaded to self-paced video demonstrations (∼15 min). Laboratory section 1 (n = 16) completed blended laboratories for 1) neuromuscular power and 2) blood lactate, whereas section 2 (n = 17) completed blended laboratories for 1) maximal O2 consumption and 2) muscle electromyography. Both sections completed the same assignments (scored in a blinded manner using a standardized rubric) and practicum exams (evaluated by two independent investigators). Pre- and postcourse surveys were used to assess student perceptions. Most students (∼79%) watched videos for both blended laboratories. Assignment scores did not differ between blended and traditional laboratories (P = 0.62) or between sections (P = 0.91). Practicum scores did not differ between sections (both P > 0.05). At the end of the course, students' perceived value of the blended format increased (P < 0.01) and a greater percentage of students agreed that learning key foundational content through video demonstrations before class greatly enhanced their learning of course material compared with a preassigned reading (94% vs. 78%, P < 0.01). Blended exercise physiology laboratories provided an alternative method for delivering content that was favorably perceived by students and did not compromise student performance. Copyright © 2016 The American Physiological Society.

Intravenous Fluid Therapy Course for the Licensed Practical Nurse. Instructor Guide.

ERIC Educational Resources Information Center

Missouri Univ., Columbia. Instructional Materials Lab.

This curriculum guide provides materials for a 10-unit intravenous (IV) therapy course for licensed practical nurses. Units contain from one to nine lessons. The first unit provides an introduction and orientation to the course. Subsequent units concern documentation, anatomy and physiology as applied to IV therapy, fundamental aspects of fluid…

Activities for Students: Biology as a Source for Algebra Equations--The Heart

ERIC Educational Resources Information Center

Horak, Virginia M.

2005-01-01

The high school course that integrated first year algebra with an introductory environmental biology/anatomy and physiology course, in order to solve algebra problems is discussed. Lessons and activities for the course were taken by identifying the areas where mathematics and biology content intervenes may help students understand biology concepts…

Student Engagement in a Compulsory Introductory Physiology Course

ERIC Educational Resources Information Center

Brown, S. J.; White, S.; Bowmar, A.; Power, N.

2017-01-01

Appropriate instruments are required to determine student engagement on an undergraduate course, and in this study we evaluated a 23 item Student Course Engagement Questionnaire (SCEQ) administered to undergraduate students studying a Bachelor of Sport and Recreation degree. These students were in the first semester of a 3 year degree, and were…

Are Online Student Evaluations of Faculty Influenced by the Timing of Evaluations?

ERIC Educational Resources Information Center

McNulty, John A.; Gruener, Gregory; Chandrasekhar, Arcot; Espiritu, Baltazar; Hoyt, Amy; Ensminger, David

2010-01-01

Student evaluations of faculty are important components of the medical curriculum and faculty development. To improve the effectiveness and timeliness of student evaluations of faculty in the physiology course, we investigated whether evaluations submitted during the course differed from those submitted after completion of the course. A secure…

A Simulation for Teaching the Basic and Clinical Science of Fluid Therapy

ERIC Educational Resources Information Center

Rawson, Richard E.; Dispensa, Marilyn E.; Goldstein, Richard E.; Nicholson, Kimberley W.; Vidal, Noni Korf

2009-01-01

The course "Management of Fluid and Electrolyte Disorders" is an applied physiology course taught using lectures and paper-based cases. The course approaches fluid therapy from both basic science and clinical perspectives. While paper cases provide a basis for application of basic science concepts, they lack key components of genuine clinical…

Navigation to the graveyard-induction of various pathways of necrosis and their classification by flow cytometry.

PubMed

Janko, Christina; Munoz, Luis; Chaurio, Ricardo; Maueröder, Christian; Berens, Christian; Lauber, Kirsten; Herrmann, Martin

2013-01-01

Apoptosis and necrosis reflect the program of cell death employed by a dying cell and the final stage of death, respectively. Whereas apoptosis is defined as a physiological, highly organized cell death process, necrosis is commonly considered to be accidental and uncontrolled. Physiological and weak pathological death stimuli preferentially induce apoptosis, while harsh non-physiological insults often immediately instigate (primary) necrosis. If an apoptosing cell transits into a phase of plasma membrane disintegration, this stage of death is referred to as secondary or post-apoptotic necrosis.Here, we present several conditions that stimulate primary and/or secondary necrosis and show that necrosis displays considerably different time courses. For subclassification of necrotic phenotypes we employed a flow cytometric single-tube 4-color staining technique including annexin A5-FITC, propidium iodide, DiIC1(5), and Hoechst 33342.

[Can medical students' motivation for a course of basic physiology education integrating into lectures some active learning methods be improved?

PubMed

Bentata, Yassamine; Delfosse, Catherine

2017-01-01

Students' motivation is a critical component of learning and students' perception of activity value is one of the three major components of their motivation. How can we make students perceive the usefulness and the interest of their university courses while increasing their motivation? The aim of our study was to determine students' perception of basic physiology education value and to assess the impact of lecture integration into some active learning methods on the motivation of the students of the first cycle of Medicine in a junior faculty. We conducted a prospective study, involving the students in their second year of medical studies. At first, we assessed students' motivation for university courses through a first questionnaire, after we integrated two educational activities: the case study and the realization of a conceptual map for the lectures of the physiology module and then we evaluated, through a second questionnaire, the impact of these two activities on students' motivation. Out of 249 students in their second year of medical studies 131 and 109 students have completed and returned the 1st and 2nd questionnaire respectively. Overall students' motivation for their university courses was very favorable, even if the motivation for physiology course (70.8%) was slightly lower than for all the courses (80%). Our students enjoyed the two proposed activities and only 13% (for the case study) and 16.8% (for the map) were not satisfied. 40.9% of students completed a conceptual map whose quality judged on the identification of concepts and of the links between concepts was globally satisfactory for a first experience. Students' motivation is influenced by multiple internal and external factors and is a big problem in the university environment. In this context, a rigorous planning of diversified and active educational activities is one of the main gateways for teacher to encourage motivation.

Differentiation of K562 cells under ELF-EMF applied at different time courses.

PubMed

Ayşe, Inhan-Garip; Zafer, Akan; Sule, Oncul; Işil, Işal-Turgut; Kalkan, Tunaya

2010-08-01

The time-course of ELF-EMF application to biological systems is thought to be an important parameter determining the physiological outcome. This study investigated the effect of ELF-EMF on the differentiation of K562 cells at different time courses. ELF-EMF (50 Hz, 5 mT, 1 h) was applied at two different time-courses; first at the onset of hemin induction for 1 h, and second, daily 1 h for four days. While single exposure to ELF-EMF resulted in a decrease in differentiation, ELF-EMF applied everyday for 1 h caused an increase in differentiation. The effect of co-stressors, magnesium, and heat-shock was also determined and similar results were obtained. ELF-EMF increased ROS levels in K562 cells not treated with hemin, however did not change ROS levels of hemin treated cells indicating that ROS was not the cause. Overall, these results imply that the time-course of application is an important parameter determining the physiological response of cells to ELF-EMF.

Design Projects in Human Anatomy & Physiology

ERIC Educational Resources Information Center

Polizzotto, Kristin; Ortiz, Mary T.

2008-01-01

Very often, some type of writing assignment is required in college entry-level Human Anatomy and Physiology courses. This assignment can be anything from an essay to a research paper on the literature, focusing on a faculty-approved topic of interest to the student. As educators who teach Human Anatomy and Physiology at an urban community college,…

The Role of Flipped Learning in Managing the Cognitive Load of a Threshold Concept in Physiology

ERIC Educational Resources Information Center

Akkaraju, Shylaja

2016-01-01

To help students master challenging, threshold concepts in physiology, I used the flipped learning model in a human anatomy and physiology course with very encouraging results in terms of student motivation, preparedness, engagement, and performance. The flipped learning model was enhanced by pre-training and formative assessments that provided…

A Chemosensory Adaptation Module for the Physiology Laboratory from Student-Directed "C. elegans" Research

ERIC Educational Resources Information Center

Lindblom, Tim

2006-01-01

The model organism, "Caenorhabditis elegans," in addition to being well suited to genetics and cell biology teaching applications, can also be useful in the physiology laboratory. In this article, the author describes how students in a junior level college Comparative Physiology course have made use of "C. elegans" in semester-long,…

Age-Related Change in Mobility: Perspectives From Life Course Epidemiology and Geroscience

PubMed Central

Cooper, Rachel; Shardell, Michelle; Simonsick, Eleanor M.; Schrack, Jennifer A.; Kuh, Diana

2016-01-01

Mobility is the most studied and most relevant physical ability affecting quality of life with strong prognostic value for disability and survival. Natural selection has built the “engine” of mobility with great robustness, redundancy, and functional reserve. Efficient patterns of mobility can be acquired during development even by children affected by severe impairments. Analogously, age-associated impairments in mobility-related physiological systems are compensated and overt limitations of mobility only occur when the severity can no longer be compensated. Mobility loss in older persons usually results from multiple impairments in the central nervous system, muscles, joints, and energetic and sensory physiological systems. Early preclinical changes in these physiological systems that precede mobility loss have been poorly studied. Peak performance, rate of decline, compensatory behaviors, or subclinical deterioration of physiological resources may cumulatively influence both timing of mobility loss and chances of recovery, but their role as risk factors has not been adequately characterized. Understanding the natural history of these early changes and intervening on them would likely be the most effective strategy to reduce the burden of disability in the population. For example, young women with low bone peak mass could be counseled to start strength resistance exercise to reduce their high risk of developing osteoporosis and fracture later in life. Expanding this approach to other physiological domains requires collecting and interpreting data from life course epidemiological studies, establishing normative measures of mobility, physical function, and physical activity, and connecting them with life course trajectories of the mobility-relevant physiological domains. PMID:26975983

Positive impact of integrating histology and physiology teaching at a medical school in China.

PubMed

Sherer, Renslow; Wan, Yu; Dong, Hongmei; Cooper, Brian; Morgan, Ivy; Peng, Biwen; Liu, Jun; Wang, Lin; Xu, David

2014-12-01

To modernize its stagnant, traditional curriculum and pedagogy, the Medical School of Wuhan University in China adopted (with modifications) the University of Chicago's medical curriculum model. The reform effort in basic sciences was integrating histology and physiology into one course, increasing the two subjects' connection to clinical medicine, and applying new pedagogies and assessment methods. This study assessed the results of the reform by comparing the attitudes and academic achievements of students in the reform curriculum (n = 41) and their traditional curriculum peers (n = 182). An attitude survey was conducted to obtain students' views of their respective histology and physiology instruction. Survey items covered lectures, laboratory teaching, case analyses and small-group case discussions, assessment of students, and overall quality of the courses and instruction. A knowledge test consisting of questions from three sources was given to measure students' mastery of topics that they had learned. Results showed that reform curriculum students were rather satisfied with their course and new teaching methods in most cases. When these students' attitudes were compared with those of their traditional curriculum peers, several significant differences favoring the reform were identified regarding physiology teaching. No other significant difference was found for physiology or histology teaching. Reform curriculum students outperformed their peers on four of five subcategories of the knowledge test questions. These findings support the benefits of integration and state-of-the-art teaching methods. Our study may offer lessons to medical schools in China and other countries whose medical education is in need of change. Copyright © 2014 The American Physiological Society.

Learning style versus time spent studying and career choice: Which is associated with success in a combined undergraduate anatomy and physiology course?

PubMed

Farkas, Gary J; Mazurek, Ewa; Marone, Jane R

2016-01-01

The VARK learning style is a pedagogical focus in health care education. This study examines relationships of course performance vs. VARK learning preference, study time, and career plan among students enrolled in an undergraduate anatomy and physiology course at a large urban university. Students (n = 492) from the fall semester course completed a survey consisting of the VARK questionnaire, gender, academic year, career plans, and estimated hours spent per week in combined classroom and study time. Seventy-eight percent of students reported spending 15 or fewer hours per week studying. Study time and overall course score correlated significantly for the class as a whole (r = 0.111, P = 0.013), which was mainly due to lecture (r = 0.118, P = 0.009) performance. No significant differences were found among students grouped by learning styles. When corrected for academic year, overall course scores (mean ± SEM) for students planning to enter dentistry, medicine, optometry or pharmacy (79.89 ± 0.88%) were significantly higher than those of students planning to enter physical or occupational therapies (74.53 ± 1.15%; P = 0.033), as well as nurse/physician assistant programs (73.60 ± 1.3%; P = 0.040). Time spent studying was not significantly associated with either learning style or career choice. Our findings suggest that specific career goals and study time, not learning preferences, are associated with better performance among a diverse group of students in an undergraduate anatomy and physiology course. However, the extent to which prior academic preparation, cultural norms, and socioeconomic factors influenced these results requires further investigation. © 2015 American Association of Anatomists.

Learning style versus time spent studying and career choice: Which is associated with success in a combined undergraduate anatomy and physiology course?

PubMed Central

Farkas, Gary J.; Mazurek, Ewa; Marone, Jane R.

2016-01-01

The VARK learning style is a pedagogical focus in health care education. This study examines relationships of course performance vs. VARK learning preference, study time, and career plan among students enrolled in an undergraduate anatomy and physiology course at a large urban university. Students (n = 492) from the fall semester course completed a survey consisting of the VARK questionnaire, gender, academic year, career plans, and estimated hours spent per week in combined classroom and study time. Seventy-eight percent of students reported spending 15 or fewer hours per week studying. Study time and overall course score correlated significantly for the class as a whole (r = 0.111, P = 0.013), which was mainly due to lecture (r = 0.118, P = 0.009) performance. No significant differences were found among students grouped by learning styles. When corrected for academic year, overall course scores (mean ± SEM) for students planning to enter “medicines” (79.89 ± 0.88%) were significantly higher than those of students planning to enter physical/occupational therapies (74.53 ± 1.15%; P = 0.033), as well as nurse/physician assistant programs (73.60 ± 1.3%; P = 0.040). Time spent studying was not significantly associated with either learning style or career choice. Our findings suggest that specific career goals and study time, not learning preferences, are associated with better performance among a diverse group of students in an undergraduate anatomy/physiology course. However, the extent to which prior academic preparation, cultural norms, and socioeconomic factors influenced these results requires further investigation. PMID:26301828

Social relationships and physiological determinants of longevity across the human life span.

PubMed

Yang, Yang Claire; Boen, Courtney; Gerken, Karen; Li, Ting; Schorpp, Kristen; Harris, Kathleen Mullan

2016-01-19

Two decades of research indicate causal associations between social relationships and mortality, but important questions remain as to how social relationships affect health, when effects emerge, and how long they last. Drawing on data from four nationally representative longitudinal samples of the US population, we implemented an innovative life course design to assess the prospective association of both structural and functional dimensions of social relationships (social integration, social support, and social strain) with objectively measured biomarkers of physical health (C-reactive protein, systolic and diastolic blood pressure, waist circumference, and body mass index) within each life stage, including adolescence and young, middle, and late adulthood, and compare such associations across life stages. We found that a higher degree of social integration was associated with lower risk of physiological dysregulation in a dose-response manner in both early and later life. Conversely, lack of social connections was associated with vastly elevated risk in specific life stages. For example, social isolation increased the risk of inflammation by the same magnitude as physical inactivity in adolescence, and the effect of social isolation on hypertension exceeded that of clinical risk factors such as diabetes in old age. Analyses of multiple dimensions of social relationships within multiple samples across the life course produced consistent and robust associations with health. Physiological impacts of structural and functional dimensions of social relationships emerge uniquely in adolescence and midlife and persist into old age.

Research and Teaching: Integrating Lecture and Laboratory in Health Sciences Courses Improves Student Satisfaction and Performance

ERIC Educational Resources Information Center

Finn, Kevin; FitzPatrick, Kathleen; Yan, Zi

2017-01-01

Students often struggle in introductory health sciences courses; some students have difficulty in upper level classes. To address this, we converted three lecture/lab courses, traditional first-year Anatomy and Physiology (A&P I), upper level Biomechanics, and upper level Microbiology to an integrated studio model. We used the Student…

Expanding Course Goals beyond Disciplinary Boundaries: Physiology Education in an Undergraduate Course on Psychoactive Drugs

ERIC Educational Resources Information Center

Near, Joseph A.; Martin, Bruce J.

2007-01-01

The topic of psychoactive drugs is one of inherent interest to college students. We used this insight to design and implement a multidisciplinary undergraduate course with psychoactive drugs as the central theme. The Medical Science of Psychoactive Drugs examines the biological mechanisms underlying all major effects of psychoactive drugs,…

Exercise, Nutrition and You: An Off-Campus Course for Grades 2?12

ERIC Educational Resources Information Center

Snyder, Ann C.; Mauzy-Melitz, Debra K.

2005-01-01

Since interest in science classes has declined recently and obesity, especially in youth, continues to increase, an exercise physiology-based course was taught in public parks to promote active-learning science and healthy living. The course emphasized and integrated exercise, nutrition, and health during a 3-h session. Following an introduction,…

Predictive Models of Acute Mountain Sickness after Rapid Ascent to Various Altitudes

DTIC Science & Technology

2013-01-01

unclassified relational mountain medicine database containing individ- ual ascent profiles, demographic and physiologic subject descriptors, and...course of AMS, and define the baseline demographics and physiologic descriptors that increase the risk of AMS. In addition, these models provide...substantiated this finding in un- acclimatized women (24). Other physiologic differences between men and women (i.e., differences in endothelial

Teaching about Water Relations in Plant Cells: An Uneasy Struggle

PubMed Central

Malińska, Lilianna; Rybska, Eliza; Sobieszczuk-Nowicka, Ewa; Adamiec, Małgorzata

2016-01-01

University students often struggle to understand the role of water in plant cells. In particular, osmosis and plasmolysis appear to be challenging topics. This study attempted to identify student difficulties (including misconceptions) concerning osmosis and plasmolysis and examined to what extent the difficulties could be revised during a plant physiology course. A questionnaire was developed to monitor university students’ conceptual knowledge before and after a course, and both qualitative and quantitative data were obtained. The data were analyzed using the constant comparison technique and descriptive statistics. Students were found to come to university with many misconceptions that had accumulated during their education. These misconceptions are extremely difficult to change during the traditional course, which comprises lectures and practical exercises. Students’ misconceptions originate from commonly used sources such as textbooks, which are perceived as being reliable. Effective teaching of water relations in plant cells could include such didactic methods as “questioning the author,” which allow teachers to monitor students’ knowledge and help students acquire a more scientific understanding of key concepts. PMID:27909028

Work Capability and physiological effects predictive studies. 4: In He-O2 excursions to pressures of 400- 800- 1200- and 1600 feet of sea water

NASA Technical Reports Server (NTRS)

Lambertsen, C. J. (Editor); Gelfand, R. (Editor); Clark, J. M. (Editor); Fletcher, M. E. (Editor)

1978-01-01

Experiments which exposed men in chambers, breathing helium with oxygen, to progressive increases of pressure equivalent to 400-800-1200-1600 feet of sea water (fsw) were conducted. Rates of compression and exposure to stable high pressure. Goals included: 1) determination of the specific character and time course of onset of physiological and performance decrements during the intentionally rapid compressions, and determination of rates of adaptation on reaching stable elevated pressure; 2) investigation of accelerated methods for decompression in deep saturation excursion diving; and 3) determination of competence in practical work performed in water at pressures equivalent to the extreme diving depths of 1200 and 1600 fsw.

"Thinking ethics": a novel, pilot, proof-of-concept program of integrating ethics into the Physiology curriculum in South India.

PubMed

D, Savitha; Vaz, Manjulika; Vaz, Mario

2017-06-01

Integrating medical ethics into the physiology teaching-learning program has been largely unexplored in India. The objective of this exercise was to introduce an interactive and integrated ethics program into the Physiology course of first-year medical students and to evaluate their perceptions. Sixty medical students (30 men, 30 women) underwent 11 sessions over a 7-mo period. Two of the Physiology faculty conducted these sessions (20-30 min each) during the routine physiology (theory/practicals) classes that were of shorter duration and could, therefore, accommodate the discussion of related ethical issues. This exercise was in addition to the separate ethics classes conducted by the Medical Ethics department. The sessions were open ended, student centered, and designed to stimulate critical thinking. The students' perceptions were obtained through a semistructured questionnaire and focused group discussions. The students found the program unique, thought provoking, fully integrated, and relevant. It seldom interfered with the physiology teaching. They felt that the program sensitized them about ethical issues and prepared them for their clinical years, to be "ethical doctors." Neutral observers who evaluated each session felt that the integrated program was relevant to the preclinical year and that the program was appropriate in its content, delivery, and student involvement. An ethics course taught in integration with Physiology curriculum was found to be beneficial, feasible, and compatible with Physiology by students as well as neutral observers. Copyright © 2017 the American Physiological Society.

Psychological and physiological responses during an exam and their relation to personality characteristics.

PubMed

Spangler, G

1997-08-01

The aim of the study was to compare emotional and physiological responses to real and control examinations and to assess their relation to personality characteristics. Emotional responses were assessed by state anxiety and perceived stress. The assessment of physiological responses included the activity of the cardiac system (heart periods, vagal tone), the adrenocortical system (cortisol) and the immune system (immune globulin A, sIgA). Emotional and physiological responses of 23 students (12 males, 11 females) were assessed during an oral exam at the end of a basic course in psychology which was a prerequisite for the students' final exams. For the control condition physiological responses were assessed one week before the examination during a memory test. The findings of the study demonstrate different emotional and physiological response patterns to examinations as compared to the control condition. Heightened anxiety was observed only before the exam. Whereas within-situation physiological responses (higher heart periods, cortisol, and sIgA; lower vagal tone) were observed both under the exam and control condition, responses to exam condition indicated pre-exam anticipatory activation and post-exam restricted recovery responses. With regard to personality characteristics subjects with high ego-resiliency showed more flexible adaptation than subjects with low ego-resiliency both on the emotional level (anxiety down-regulation after exam) and on the physiological level (situation-specific responses, quick recovery). Subjects with high ego-control exhibited a lower physiological reactivity under both conditions, i.e. they seemed to maintain longer their control also on a physiological level independent of the type of situation.

The Trilayer Approach of Teaching Physiology, Pathophysiology, and Pharmacology Concepts in a First-Year Pharmacy Course: The TLAT Model

ERIC Educational Resources Information Center

Islam, Mohammed A.; Sabnis, Gauri; Farris, Fred

2017-01-01

This paper describes the development, implementation, and students' perceptions of a new trilayer approach of teaching (TLAT). The TLAT model involved blending lecture, in-class group activities, and out-of-class assignments on selected content areas and was implemented initially in a first-year integrated pharmacy course. Course contents were…

Development of a Modularized and Mediated Course Design in Altered Physiological Systems: An Exercise in Faculty Development.

ERIC Educational Resources Information Center

Garten, Edward D.

An innovative, off-campus course offered by the nursing department at Moorhead State University in Minnesota is described. The course was implemented to meet the requirements of nursing students living in rural towns located some distance from the university department of nursing. This curriculum innovation is examined as a change process that was…

Introducing e-learning/teaching in a physiology course for medical students: acceptance by students and subjective effect on learning.

PubMed

Felder, E; Fauler, M; Geiler, S

2013-12-01

Retrieval of information has substantially changed within the last two decades. Naturally, this has also affected learning/teaching techniques, and methods that are commonly referred to as "e-learning" have become an important part in modern education. Institutions have to decide if (and how) to implement this new form of teaching but face the problem that little subject-specific research has been published for different teaching modes and methods. The present study compares a course module of the physiology laboratory course for medical students in the preclinical phase before and after the introduction of computer-aided course instructions (CACI). Students were provided with an online questionnaire containing Likert items evaluating workspace redesign, acceptance of course instructions, incentive to actively participate in the course, and subjective gain of knowledge. CACI was clearly preferred over the previously used paper workbook. However, the questionnaire also revealed that the gain in knowledge, as subjectively perceived by the students, had not improved, which is in agreement with several studies that neglected a beneficial effect of e-learning on learning success. We conclude that the CACI meet today's student's expectations and that introducing this system seems justified from this perspective.

The relationship between student engagement with online content and achievement in a blended learning anatomy course.

PubMed

Green, Rodney A; Whitburn, Laura Y; Zacharias, Anita; Byrne, Graeme; Hughes, Diane L

2017-12-13

Blended learning has become increasingly common in higher education. Recent findings suggest that blended learning achieves better student outcomes than traditional face-to-face teaching in gross anatomy courses. While face-to-face content is perceived as important to learning there is less evidence for the significance of online content in improving student outcomes. Students enrolled in a second-year anatomy course from the physiotherapy (PT), exercise physiology (EP), and exercise science (ES) programs across two campuses were included (n = 500). A structural equation model was used to evaluate the relationship of prior student ability (represented by grade in prerequisite anatomy course) and final course grade and whether the relationship was mediated by program, campus or engagement with the online elements of the learning management system (LMS; proportion of documents and video segments viewed and number of interactions with discussion forums). PT students obtained higher grades and were more likely to engage with online course materials than EP and ES students. Prerequisite grade made a direct contribution to course final grade (P < 0.001) but was also mediated by engagement with LMS videos and discussion forums (P < 0.001). Student learning outcomes in a blended anatomy course can be predicted the by level of engagement with online content. Anat Sci Educ. © 2017 American Association of Anatomists. © 2017 American Association of Anatomists.

Grandma's TUM-my Trouble: A Case Study in Renal Physiology and Acid-Base Balance

ERIC Educational Resources Information Center

Massey, Ann T.

2015-01-01

This case study involves the role of the kidneys in regulating blood pH and electrolytes. The case was used near the end of a two-semester Human Anatomy and Physiology course sequence, during the time when renal physiology was under study. Groups of two to three students were given the case and associated information (lab values, etc.). Students…

Conjugation in "Escherichia coli"

ERIC Educational Resources Information Center

Phornphisutthimas, Somkiat; Thamchaipenet, Arinthip; Panijpan, Bhinyo

2007-01-01

Bacterial conjugation is a genetic transfer that involves cell-to-cell between donor and recipient cells. With the current method used to teach students in genetic courses at the undergraduate level, the transconjugants are identified using bacterial physiology and/or antibiotic resistance. Using physiology, however, is difficult for both…

The Medical Interaction Laboratory--Multidiscipline Approach for Presentation of Principles of Physiology and Pharmacology.

ERIC Educational Resources Information Center

Oliver, Jack W.; Sims, Michael H.

1979-01-01

An interdisciplinary physiology and pharmacology course presented by the Medical Interaction Laboratory at the University of Tennessee College of Veterinary Medicine provides interaction among faculty, conserves faculty time and animal expense, and presents a coordinated laboratory experience. (BH)

Development of a Physiologically Based Pharmacokinetic Model for Triadimefon and Triadimenol in Rats and Humans

EPA Science Inventory

A physiologically based pharmacokinetic (PBPK) model was developed for the conazole fungicide triadimefon and its primary metabolite, triadimenol. Rat tissue:blood partition coefficients and metabolic constants were measured in vitro for both compounds. Kinetic time course data...

Undergraduate basic science preparation for dental school.

PubMed

Humphrey, Sue P; Mathews, Robert E; Kaplan, Alan L; Beeman, Cynthia S

2002-11-01

In the Institute of Medicines report Dental Education at the Crossroads, it was suggested that dental schools across the country move toward integrated basic science education for dental and medical students in their curricula. To do so, dental school admission requirements and recommendations must be closely reviewed to ensure that students are adequately prepared for this coursework. The purpose of our study was twofold: 1) to identify student dentists' perceptions of their predental preparation as it relates to course content, and 2) to track student dentists' undergraduate basic science course preparation and relate that to DAT performance, basic science course performance in dental school, and Part I and Part II National Board performance. In the first part of the research, a total of ninety student dentists (forty-five from each class) from the entering classes of 1996 and 1997 were asked to respond to a survey. The survey instrument was distributed to each class of students after each completed the largest basic science class given in their second-year curriculum. The survey investigated the area of undergraduate major, a checklist of courses completed in their undergraduate preparation, the relevance of the undergraduate classes to the block basic science courses, and the strength of requiring or recommending the listed undergraduate courses as a part of admission to dental school. Results of the survey, using frequency analysis, indicate that students felt that the following classes should be required, not recommended, for admission to dental school: Microbiology 70 percent, Biochemistry 54.4 percent, Immunology 57.78 percent, Anatomy 50 percent, Physiology 58.89 percent, and Cell Biology 50 percent. The second part of the research involved anonymously tracking undergraduate basic science preparation of the same students with DAT scores, the grade received in a representative large basic science course, and Part I and Part II National Board performance. Using T-test analysis correlations, results indicate that having completed multiple undergraduate basic science courses (as reported by AADSAS BCP hours) did not significantly (p < .05) enhance student performance in any of these parameters. Based on these results, we conclude that student dentists with undergraduate preparation in science and nonscience majors can successfully negotiate the dental school curriculum, even though the students themselves would increase admission requirements to include more basic science courses than commonly required. Basically, the students' recommendations for required undergraduate basic science courses would replicate the standard basic science coursework found in most dental schools: anatomy, histology, biochemistry, microbiology, physiology, and immunology plus the universal foundation course of biology.

A PHYSIOLOGICALLY BASED PHARMACOKINETIC (PBPK) MODEL FOR intravenous and ingested DIMETHYLARSINIC ACID (DMAV) IN MICE.

EPA Science Inventory

A physiologically based pharmacokinetic (PBPK) model for the organoarsenical dimethylarsinic acid (DMA(V)) was developed in mice. The model was calibrated using tissue time course data from multiple tissues in mice administered DMA(V) intravenously. The final model structure was ...

Implementing and Evaluating a Peer-Led Team Learning Approach in Undergraduate Anatomy and Physiology

ERIC Educational Resources Information Center

Finn, Kevin; Campisi, Jay

2015-01-01

This article describes how a Peer-Led Team Learning (PLTL) program was implemented in a first-year, undergraduate Anatomy and Physiology course sequence to examine the student perceptions of the program and determine the effects of PLTL on student performance.

[The practicum in physiology: from Laufberger to today].

PubMed

Kuthan, V; Sedlácek, J; Trojan, S

1990-09-21

An outline of Prof. Laufberger's concept of practical exercises in physiology, proposed just after the Second World War, is given. Especially, his new pedagogical approach is emphasized, here. Further, the development of the organization of practical courses in the Institute of Physiology in Prague is described: e.g. the modernization of the methods used, and of the educational process in early 70 s'. Today, the importance of biocybernetics is growing.

Biofluid Mechanics Education at U Michigan

NASA Astrophysics Data System (ADS)

Grotberg, James

2007-11-01

At the University of Michigan, biofluid mechanics is taught in the Department of Biomedical Engineering with cross-listing in Mechanical Engineering. The course has evolved over 25 years and serves advanced undergraduates and graduate students. The course description is as follows: BiomedE/MechE 476 Biofluid Mechanics. CATALOG DESCRIPTION: This is an intermediate level fluid mechanics course which uses examples from biotechnology processes and physiologic applications including cellular, cardiovascular, respiratory, ocular, renal, orthopedic, and gastrointestinal systems. COURSE TOPICS: 1. Dimensional analysis (gastrointestinal, renal) 2. Approximation methods, numerical methods (biotechnology, respiratory) 3. Particle kinematics in Eulerian and Lagrangian references frames (biotechnology, respiratory) 4. Conservation of mass and momentum 5. Constitutive equations (blood, mucus) 6. Kinematic and stress boundary conditions: rigid, flexible, porous (cardio-pulmonary, cellular) 7. Surface tension phenomena (pulmonary, ocular) 8. Flow and wave propagation in flexible tubes (cardio-pulmonary) 9. Oscillatory and pulsatile flows (cardio-pulmonary, orthopedic) 10. High Reynolds number flows (cardio-pulmonary) 11. Low Reynolds number flows (biotechnology, cellular, vascular) 12. Lubrication theory (vascular, orthopedic) 13. Flow in poroelastic media (orthopedic, pulmonary, ocular) 14. Video presentations of laboratory experiments.

The role of performing life support courses in rural areas in improving pre-hospital physiologic conditions of patients with penetrating injuries.

PubMed

Nia, Masoud Saghafi; Naffisi, Nahid; Mohebbi, Hassan Ali; Moharamzadeh, Yashar

2008-09-01

To evaluate the impact of animal model based medical training courses for village healthcare workers on prehospital physiologic condition and prognosis of patients with penetrating injuries. Experimental study. This study was carried out in Mehran city and its neighbouring rural districts in western part of Iran from 2002 to 2004. Seventy-six village healthcare workers were trained and equipped to deliver in-field medical first cares. First group (226 patients) consisted of those who received this cares by the trained group and second group (245 patients) were those who received no in-field cares and were transported directly to the trauma center in provincial capital, Ilam. Physiologic Severity Score (PSS) was calculated to determine the physiologic condition of patients in both groups. The most prevalent cause of trauma in both groups was car accidents (61.6%). Controlling of hemorrhage was the most frequent provided initial medical care (40.6%). A significant improvement regarding the PSS score was observed in the first group of patients compared to the second group (7.505 vs. 6.799, 95% CI for difference: 0.3 to 0.9). The mortality rates of the first and second group of patients were 3% and 7.3%, respectively (p=0.051). Performing life support courses in rural areas of low-income countries where there is no pre-hospital triage and emergency medical system and provision of classic resuscitative measures are limited, has a significant impact on improvement of pre-hospital physiologic condition and prognosis of patients with penetrating injuries.

Social relationships and physiological determinants of longevity across the human life span

PubMed Central

Yang, Yang Claire; Boen, Courtney; Gerken, Karen; Li, Ting; Schorpp, Kristen; Harris, Kathleen Mullan

2016-01-01

Two decades of research indicate causal associations between social relationships and mortality, but important questions remain as to how social relationships affect health, when effects emerge, and how long they last. Drawing on data from four nationally representative longitudinal samples of the US population, we implemented an innovative life course design to assess the prospective association of both structural and functional dimensions of social relationships (social integration, social support, and social strain) with objectively measured biomarkers of physical health (C-reactive protein, systolic and diastolic blood pressure, waist circumference, and body mass index) within each life stage, including adolescence and young, middle, and late adulthood, and compare such associations across life stages. We found that a higher degree of social integration was associated with lower risk of physiological dysregulation in a dose–response manner in both early and later life. Conversely, lack of social connections was associated with vastly elevated risk in specific life stages. For example, social isolation increased the risk of inflammation by the same magnitude as physical inactivity in adolescence, and the effect of social isolation on hypertension exceeded that of clinical risk factors such as diabetes in old age. Analyses of multiple dimensions of social relationships within multiple samples across the life course produced consistent and robust associations with health. Physiological impacts of structural and functional dimensions of social relationships emerge uniquely in adolescence and midlife and persist into old age. PMID:26729882

Systems genomics analysis centered on epigenetic inheritance supports development of a unified theory of biology.

PubMed

Sharma, Abhay

2015-11-01

New discoveries are increasingly demanding integration of epigenetics, molecular biology, genomic networks and physiology with evolution. This article provides a proof of concept for evolutionary transgenerational systems biology, proposed recently in the context of epigenetic inheritance in mammals. Gene set enrichment analysis of available genome-level mammalian data presented here seem consistent with the concept that: (1) heritable information about environmental effects in somatic cells is communicated to the germline by circulating microRNAs (miRNAs) or other RNAs released in physiological fluids; (2) epigenetic factors including miRNA-like small RNAs, DNA methylation and histone modifications are propagated across generations via gene networks; and (3) inherited epigenetic variations in the form of methylated cytosines are fixed in the population as thymines over the evolutionary time course. The analysis supports integration of physiology and epigenetics with inheritance and evolution. This may catalyze efforts to develop a unified theory of biology. © 2015. Published by The Company of Biologists Ltd.

Using immersive healthcare simulation for physiology education: initial experience in high school, college, and graduate school curricula.

PubMed

Oriol, Nancy E; Hayden, Emily M; Joyal-Mowschenson, Julie; Muret-Wagstaff, Sharon; Faux, Russell; Gordon, James A

2011-09-01

In the natural world, learning emerges from the joy of play, experimentation, and inquiry as part of everyday life. However, this kind of informal learning is often difficult to integrate within structured educational curricula. This report describes an educational program that embeds naturalistic learning into formal high school, college, and graduate school science class work. Our experience is based on work with hundreds of high school, college, and graduate students enrolled in traditional science classes in which mannequin simulators were used to teach physiological principles. Specific case scenarios were integrated into the curriculum as problem-solving exercises chosen to accentuate the basic science objectives of the course. This report also highlights the historic and theoretical basis for the use of mannequin simulators as an important physiology education tool and outlines how the authors' experience in healthcare education has been effectively translated to nonclinical student populations. Particular areas of focus include critical-thinking and problem-solving behaviors and student reflections on the impact of the teaching approach.

Using Ultrasound to Teach Medical Students Cardiac Physiology

ERIC Educational Resources Information Center

Bell, Floyd E., III; Wilson, L. Britt; Hoppmann, Richard A.

2015-01-01

Ultrasound is being incorporated more into undergraduate medical education. Studies have shown that medical students have positive perceptions about the value of ultrasound in teaching courses like anatomy and physiology. The purpose of the present study was to provide objective evidence of whether ultrasound helps students learn cardiac…

Anatomy and Physiology. Revised Teacher Edition.

ERIC Educational Resources Information Center

Hartman, Danene; And Others

This curriculum guide contains 14 units of instruction for a course in anatomy and physiology for surgical technology students. The units cover the following topics: (1) organization of the body; (2) cells, tissues, and membranes; (3) integumentary system; (4) skeletal system; (5) muscular system; (6) nervous system; (7) special sense organs; (8)…

Vertebrate Osmoregulation: A Student Laboratory Exercise Using Teleost Fish

ERIC Educational Resources Information Center

Boily P.; Rees, B. B.; Williamson, L. A. C.

2007-01-01

Here, we describe a laboratory experiment as part of an upper-level vertebrate physiology course for biology majors to investigate the physiological response of vertebrates to osmoregulatory challenges. The experiment involves measuring plasma osmolality and Na[superscript +] -K[superscript +] -ATPase activity in gill tissue of teleost fish…

Teaching Physics in a Physiologically Meaningful Manner

ERIC Educational Resources Information Center

Plomer, Michael; Jessen, Karsten; Rangelov, Georgi; Meyer, Michael

2010-01-01

The learning outcome of a physics laboratory course for medical students was examined in an interdisciplinary field study and discussed for the electrical physiology ("Propagation of Excitation and Nerve Cells"). At the Ludwig-Maximilians-University of Munich (LMU) at a time about 300 medicine students were assessed in two successive…

Fishing for an ECG: A Student-Directed Electrocardiographic Laboratory Using Rainbow Trout

ERIC Educational Resources Information Center

Cotter, Paul A.; Rodnick, Kenneth J.

2007-01-01

Cardiac physiology is emphasized in many undergraduate physiology courses, but few nonmammalian vertebrate model systems exist that 1) can be studied fairly noninvasively, 2) are well suited for controlled experimentation, and 3) emphasize principles characteristic of the vertebrate heart. We have developed an inquiry-based…

A simulation for teaching the basic and clinical science of fluid therapy.

PubMed

Rawson, Richard E; Dispensa, Marilyn E; Goldstein, Richard E; Nicholson, Kimberley W; Vidal, Noni Korf

2009-09-01

The course "Management of Fluid and Electrolyte Disorders" is an applied physiology course taught using lectures and paper-based cases. The course approaches fluid therapy from both basic science and clinical perspectives. While paper cases provide a basis for application of basic science concepts, they lack key components of genuine clinical cases that, by nature, are diverse, change over time, and respond in unique ways to therapeutic interventions. We developed a dynamic model using STELLA software that simulates normal and abnormal fluid and electrolyte balance in the dog. Students interact, not with the underlying model, but with a user interface that provides sufficient data (skin turgor, chemistry panel, etc.) for the clinical assessment of patients and an opportunity for treatment. Students administer fluids and supplements, and the model responds in "real time," requiring regular reassessment and, potentially, adaptation of the treatment strategy. The level of success is determined by clinical outcome, including improvement, deterioration, or death. We expected that the simulated cases could be used to teach both the clinical and basic science of fluid therapy. The simulation provides exposure to a realistic clinical environment, and students tend to focus on this aspect of the simulation while, for the most part, ignoring an exploration of the underlying physiological basis for patient responses. We discuss how the instructor's expertise can provide sufficient support, feedback, and scaffolding so that students can extract maximum understanding of the basic science in the context of assessing and treating at the clinical level.

Physiological and psychosocial age-related changes associated with reduced food intake in older persons.

PubMed

de Boer, Antina; Ter Horst, Gert J; Lorist, Monicque M

2013-01-01

Dietary intake changes during the course of aging. Normally an increase in food intake is observed around 55 years of age, which is followed by a reduction in food intake in individuals over 65 years of age. This reduction in dietary intake results in lowered levels of body fat and body weight, a phenomenon known as anorexia of aging. Anorexia of aging has a variety of consequences, including a decline in functional status, impaired muscle function, decreased bone mass, micronutrient deficiencies, reduced cognitive functions, increased hospital admission and even premature death. Several changes during lifetime have been implicated to play a role in the reduction in food intake and the development of anorexia of aging. These changes are both physiological, involving peripheral hormones, senses and central brain regulation and non-physiological, with differences in psychological and social factors. In the present review, we will focus on age-related changes in physiological and especially non-physiological factors, that play a role in the age-related changes in food intake and in the etiology of anorexia of aging. At the end we conclude with suggestions for future nutritional research to gain greater understanding of the development of anorexia of aging which could lead to earlier detection and better prevention. Copyright © 2012 Elsevier B.V. All rights reserved.

Evaluation of Performance and Perceptions of Electronic vs. Paper Multiple-Choice Exams

ERIC Educational Resources Information Center

Washburn, Shannon; Herman, James; Stewart, Randolph

2017-01-01

In the veterinary professional curriculum, methods of examination in many courses are transitioning from the traditional paper-based exams to electronic-based exams. Therefore, a controlled trial to evaluate the impact of testing methodology on examination performance in a veterinary physiology course was designed and implemented. Formalized…

Who's Afraid of the Polygraph? An Inter-Disciplinary Unit

ERIC Educational Resources Information Center

Klieger, Aviva; Bar-Noy, Tuvia

2008-01-01

The polygraph (lie detector) may be an ideal vehicle for converting aspects of a physiology course into an interdisciplinary course, enabling discussion of interrelationships between science, technology and society (STS) and social dilemmas arising from technological developments. The authors present a way of incorporating the polygraph into a…

Health. Second Edition.

ERIC Educational Resources Information Center

La Place, John

This book examines comprehensively all the major health topics covered in an introductory health course and may be used in courses with a science orientation as well as in those oriented toward behavioral and social issues. The book is designed so that each chapter is a complete, independent unit. Relevant physiological facts are presented in the…

H. Craig Heller

ERIC Educational Resources Information Center

Hoopes, Laura L. Mays

2007-01-01

This article presents an interview with H. Craig Heller, a professor of Biological Sciences (in Humanities and Sciences) at Stanford University. In this interview, Heller talks about an interesting course he has taught at Stanford called "Exercise Physiology" and what he likes about it. What is unique about this course is that in laboratory, the…

Human Infancy … and the Rest of the Lifespan

PubMed Central

Bornstein, Marc H.

2018-01-01

Human infancy has been studied as a platform for hypothesis and theory testing, as a major physiological and psychological adjustment, as an object of adults’ effects as well as a source of effects on adults, for its comparative value, as a stage of life, and as a setting point for the life course. Following an orientation to infancy studies, including previous reviews and a discussion of the special challenges infants pose to research, this Annual Review focuses on infancy as a foundation and catalyst of human development in the balance of the life course. Studies of stability and prediction from infancy illustrate the depth and complexity of modern research on infants and provide a long-awaited reply to key philosophical and practical questions about the meaningfulness and significance of infancy. PMID:24405360

Optional Anatomy and Physiology e-Learning Resources: Student Access, Learning Approaches, and Academic Outcomes

ERIC Educational Resources Information Center

Guy, Richard,; Byrne, Bruce; Dobos, Marian

2018-01-01

Anatomy and physiology interactive video clips were introduced into a blended learning environment, as an optional resource, and were accessed by ~50% of the cohort. Student feedback indicated that clips were engaging, assisted understanding of course content, and provided lecture support. Students could also access two other optional online…

Best Practices for Learning Physiology: Combining Classroom and Online Methods

ERIC Educational Resources Information Center

Anderson, Lisa C.; Kirchbaum, Kathleen E.

2017-01-01

Physiology is a requisite course for many professional allied health programs and is a foundational science for learning pathophysiology, health assessment, and pharmacology. Given the demand for online learning in the health sciences, it is important to evaluate the efficacy of online and in-class teaching methods, especially as they are combined…

The Effectiveness of Separating Theory and Practicum as a Conduit to Learning Physiology

ERIC Educational Resources Information Center

Schuijers, Johannes A.; McDonald, Stuart J.; Julien, Brianna L.; Lexis, Louise A.; Thomas, Colleen J.; Chan, Siew; Samiric, T.

2013-01-01

Many conventional science courses contain subjects embedded with laboratory-based activities. However, research on the benefits of positioning the practicals within the theory subject or developing them distinctly from the theory is largely absent. This report compared results in a physiology theory subject among three different cohorts of…

Positive Impact of Integrating Histology and Physiology Teaching at a Medical School in China

ERIC Educational Resources Information Center

Sherer, Renslow; Wan, Yu; Dong, Hongmei; Cooper, Brian; Morgan, Ivy; Peng, Biwen; Liu, Jun; Wang, Lin; Xu, David

2014-01-01

To modernize its stagnant, traditional curriculum and pedagogy, the Medical School of Wuhan University in China adopted (with modifications) the University of Chicago's medical curriculum model. The reform effort in basic sciences was integrating histology and physiology into one course, increasing the two subjects' connection to clinical…

Hypothesis-Driven Laboratories: An Innovative Way to Foster Learning in Physiology Laboratory Courses

ERIC Educational Resources Information Center

Steury, Michael D.; Poteracki, James M.; Kelly, Kevin L.; Rennhack, Jonathan; Wehrwein, Erica A.

2016-01-01

Physiology instructors often are faced with the challenge of providing informative and educationally stimulating laboratories while trying to design them in such a way that encourages students to be actively involved in their own learning. With many laboratory experiments designed with simplicity and efficiency as the primary focus, it is…

New Ways of Thinking about (and Teaching about) Intestinal Epithelial Function

ERIC Educational Resources Information Center

Barrett, Kim E.

2008-01-01

This article summarizes a presentation made at the Teaching Refresher Course of the American Physiological Society, which was held at the Experimental Biology meeting in 2007. The intestinal epithelium has important ion transport and barrier functions that contribute pivotally to normal physiological functioning of the intestine and other body…

Modern Communication: Exploring Physiological Transmission through Tech-Savvy Analogies

ERIC Educational Resources Information Center

Hollabaugh, Christopher R.; Milanick, Mark A.

2014-01-01

Analogies are often helpful for students to grasp key physiological concepts; sometimes the technical jargon makes the concept seem more complex than it actually is. In this article the authors provide several analogies for information transfer processes that sometimes confuse students. For an analogy to be useful, of course, it needs to be…

Student Response (Clicker) Systems: Preferences of Biomedical Physiology Students in Asian Classes

ERIC Educational Resources Information Center

Hwang, Isabel; Wong, Kevin; Lam, Shun Leung; Lam, Paul

2015-01-01

Student response systems (commonly called "clickers") are valuable tools for engaging students in classroom interactions. In this study, we investigated the use of two types of response systems (a traditional clicker and a mobile device) by students in human physiology courses. Our results showed high student satisfaction with the use of…

Student Achievement and Attitude in a Satellite-Delivered High School Science Course.

ERIC Educational Resources Information Center

Martin, Elaine D.; Rainey, Larry

1993-01-01

Discusses results of a study of high school students that was conducted to determine, through measures of student achievement, the educational effectiveness of interactive satellite delivery compared with traditional classroom instruction in anatomy and physiology and to compare the attitudes toward anatomy and physiology of distance students and…

Flipped Classroom Model Improves Graduate Student Performance in Cardiovascular, Respiratory, and Renal Physiology

ERIC Educational Resources Information Center

Tune, Johnathan D.; Sturek, Michael; Basile, David P.

2013-01-01

The purpose of this study was to assess the effectiveness of a traditional lecture-based curriculum versus a modified "flipped classroom" curriculum of cardiovascular, respiratory, and renal physiology delivered to first-year graduate students. Students in both courses were provided the same notes and recorded lectures. Students in the…

Adventures in Exercise Physiology: Enhancing Problem Solving and Assessment

ERIC Educational Resources Information Center

FitzPatrick, Kathleen A.

2004-01-01

I altered the format of an exercise physiology course from traditional lecture to emphasizing daily reading quizzes and group problem-solving activities. I used the SALGains evaluation to compare the two approaches and saw significant improvements in the evaluation ratings of students who were taught using the new format. Narrative responses…

Mothers' Vagal Regulation During the Still-Face Paradigm: Normative Reactivity and Impact of Depression Symptoms

PubMed Central

Oppenheimer, Julia E.; Measelle, Jeffrey R.; Laurent, Heidemarie K.; Ablow, Jennifer C.

2013-01-01

This study examined mothers' physiological reactivity in response to infant distress during the Still-Face Paradigm. We aimed to explore normative regulatory profiles and associated physiological and behavioral processes in order to further our understanding of what constitutes regulation in this dyadic context. We examined physiological patterns—vagal tone, indexed by respiratory sinus arrhythmia (RSA)-- while mothers maintained a neutral expression over the course of the still face episode, as well as differential reactivity patterns in mothers with depression symptoms compared to non-depressed mothers. Behavioral and physiological data were collected from mothers of 5-month-old infants during the emotion suppression phase of the Still-Face Paradigm. We used Hierarchical Linear Modeling to examine changes in mothers' RSA during infant distress and explored maternal depression as a predictor of physiological profiles. Mothers were generally able to maintain a neutral expression and simultaneously demonstrated a mean-level increase in RSA during the still face episode compared to baseline, indicating an active regulatory response overall. A more detailed time-course examination of RSA trajectories revealed that an initial RSA increase was typically followed by a decrease in response to peak infant distress, suggesting a physiological mobilization response. However, this was not true of mothers with elevated depressive symptoms, who showed no change in RSA during infant distress. These distinct patterns of infant distress-related physiological activation may help to explain differences in maternal sensitivity and adaptive parenting. PMID:23454427

Effectiveness of a computer-aided neuroanatomy program for entry-level physical therapy students: anatomy and clinical examination of the dorsal column-medial lemniscal system.

PubMed

McKeough, D Michael; Mattern-Baxter, Katrin; Barakatt, Edward

2010-01-01

The purpose of this study was to determine if a computer-aided instruction learning module improves students' knowledge of the neuroanatomy/physiology and clinical examination of the dorsal column-medial lemniscal (DCML) system. Sixty-one physical therapy students enrolled in a clinical neurology course in entry-level PT educational programs at two universities participated in the study. Students from University-1 (U1;) had not had a previous neuroanatomy course, while students from University-2 (U2;) had taken a neuroanatomy course in the previous semester. Before and after working with the learning module, students took a paper-and-pencil test on the neuroanatomy/physiology and clinical examination of the DCML system. Kruskal-Wallis one-way ANOVA and Mann-Whitney tests were used to determine if differences existed between neuroanatomy/physiology examination scores and clinical examination scores before and after taking the learning module, and between student groups based on university attended. For students from U1, neuroanatomy/physiology post-test scores improved significantly over pre-test scores (p < 0.001), while post-test scores of students from U2 did not (p = 0.60). Neuroanatomy/physiology pre-test scores from U2 were significantly better than those from U1 (p < 0.001); there was no significant difference in post-test scores (p = 0.062). Clinical examination pre-test and post-test scores from U2 were significantly better than those from U1 (p < 0.001). Clinical examination post-test scores improved significantly from the pre-test scores for both U1 (p < 0.001) and U2 (p < 0.001).

Academic pharmacy administrators' perceptions of core requirements for entry into professional pharmacy programs.

PubMed

Broedel-Zaugg, Kimberly; Buring, Shauna M; Shankar, Nathan; Soltis, Robert; Stamatakis, Mary K; Zaiken, Kathy; Bradberry, J Chris

2008-06-15

To determine which basic and social science courses academic pharmacy administrators believe should be required for entry into the professional pharmacy program and what they believe should be the required length of preprofessional study. An online survey was sent to deans of all colleges and schools of pharmacy in the United States. Survey respondents were asked to indicate their level of agreement as to whether the basic and social science courses listed in the survey instrument should be required for admission to the professional program. The survey instrument also included queries regarding the optimal length of preprofessional study, whether professional assessment testing should be part of admission requirements, and the respondents' demographic information. The majority of respondents strongly agreed that the fundamental coursework in the basic sciences (general biology, general chemistry, organic chemistry) and English composition should be required for entrance into the professional program. Most respondents also agreed that public speaking, ethics, and advanced basic science and math courses (physiology, biochemistry, calculus, statistics) should be completed prior to entering the professional program. The preprofessional requirements that respondents suggested were not necessary included many of the social science courses. Respondents were evenly divided over the ideal length for preprofessional pharmacy education programs. Although requirements for preprofessional admission have been changing, there is no consistent agreement on the content or length of the preprofessional program.

Study of physiological responses to acute carbon monoxide exposure with a human patient simulator.

PubMed

Cesari, Whitney A; Caruso, Dominique M; Zyka, Enela L; Schroff, Stuart T; Evans, Charles H; Hyatt, Jon-Philippe K

2006-12-01

Human patient simulators are widely used to train health professionals and students in a clinical setting, but they also can be used to enhance physiology education in a laboratory setting. Our course incorporates the human patient simulator for experiential learning in which undergraduate university juniors and seniors are instructed to design, conduct, and present (orally and in written form) their project testing physiological adaptation to an extreme environment. This article is a student report on the physiological response to acute carbon monoxide exposure in a simulated healthy adult male and a coal miner and represents how 1) human patient simulators can be used in a nonclinical way for experiential hypothesis testing; 2) students can transition from traditional textbook learning to practical application of their knowledge; and 3) student-initiated group investigation drives critical thought. While the course instructors remain available for consultation throughout the project, the relatively unstructured framework of the assignment drives the students to create an experiment independently, troubleshoot problems, and interpret the results. The only stipulation of the project is that the students must generate an experiment that is physiologically realistic and that requires them to search out and incorporate appropriate data from primary scientific literature. In this context, the human patient simulator is a viable educational tool for teaching integrative physiology in a laboratory environment by bridging textual information with experiential investigation.

Looking at physiological anthropology from a historical standpoint.

PubMed

Katsuura, Tetsuo

2005-05-01

As one way of thinking about physiological anthropology, let us survey it from a historical viewpoint. At the beginning of the 19th century, Blumenbach, considered the father of Physical Anthropology, wrote his "Handbook of Comparative Anatomy and Physiology." The subsequent research conducted and papers written by researchers such as Broca and Martin pointed in the direction of physiological anthropology; furthermore, the research carried out by the American researchers Demon and Baker had a physiological anthropology "feel." The courses in Physiological Anthropology taught by Tokizane exerted a major influence on physiological anthropology in Japan. The precursor of the Japan Society of Physiological Anthropology, organized by Sato in 1978, was extremely significant in the effect that it had on the subsequent development of physiological anthropology. The holding of the biennial International Congress of Physiological Anthropology, along with the allocation of the Research sub-field of Physiological Anthropology in the Grant-in-Aid for Scientific Research, would seem to suggest that the field of physiological anthropology is set to increasingly grow and evolve.

Physiological, biochemical, and psychological responses to environmental survival training in the Royal Australian Air Force.

PubMed

Chester, Annalise L; Edwards, Andrew M; Crowe, Melissa; Quirk, Frances

2013-07-01

Military environmental survival training (EST) is designed and considered to evoke significant stressors to military personnel in preparation for combat-like scenarios. The aim of this study was to observe and report selected physiological, biochemical, psychological, and performance responses to this intense 15-day program of Royal Australian Air Force (RAAF) EST. Fourteen RAAF participants undertook the EST course. Physiological and psychological responses were collected across the 15 days across outcomes: (1) biochemical markers (blood lactate, interlukin-6, and creatine kinase), (2) performance and anthropometric indices (vertical jump, body mass), and (3) psychological questionnaires profile of mood states, depression anxiety stress scale, Kessler-10 etc.). Creatine kinase concentration increased significantly from baseline to day 5 (p < 0.05) and thereafter remained elevated for the remaining 10 days of EST (128%; p < 0.01). Vertical jump (-10%; p < 0.01) and body mass (-8%; p < 0.01) both decreased across 15 days of EST, while there were no significant change in interlukin-6. Negative psychological responses were observed for mood (p < 0.01), depression (p < 0.05), anxiety (p < 0.01), and stress (p < 0.01) following the EST course. This case study showed the RAAF EST course imposed significant physiological and psychological stress as observed from markers of muscle damage, deterioration in physical performance, substantial weight loss, negative mood, and psychological distress. Reprint & Copyright © 2013 Association of Military Surgeons of the U.S.

A Behavioral Response to Illness. N106.

ERIC Educational Resources Information Center

Tanner, Judith

A description is provided of "Behavioral Response to Illness," a required course offered in the second quarter of a two-year college nursing program, which examines physiological and psychosocial changes in patients from the framework of illness as a stressor, and the possible behavioral responses to such stress. The course focuses on behavioral…

Pair Comparison Study of the Relevance of Nine Basic Science Courses

ERIC Educational Resources Information Center

Spilman, Edra L.; Spilman, Helen W.

1975-01-01

Reports a survey study in which basic science courses were rated according to relevance. Notes approaches for making the anatomy disciplines more relevant because results showed them of lowest relevancy compared with physiology, pathology, and pharmacology which were rated of highest relevance and with biochemistry and microbiology which fell…

Design and Implementation of an Undergraduate Laboratory Course in Psychophysiology

ERIC Educational Resources Information Center

Thibodeau, Ryan

2011-01-01

Most psychology curricula require the completion of coursework on the physiological bases of behavior. However, delivery of this critical content in a laboratory format is somewhat rare at the undergraduate level. To fill this gap, this article describes the design and implementation of an undergraduate laboratory course in psychophysiology at a…

Campus-Based Student Experiences of Learning Technologies in a First-Year Science Course

ERIC Educational Resources Information Center

Ellis, Robert; Weyers, Mark; Hughes, Jane

2013-01-01

This study reports on an investigation into the campus-based experience of university students studying mammalian physiology that was significantly supported with learning technologies. The design of the course enabled the students to interrogate the key ideas that they came across in their lectures and laboratories through online activities which…

Supporting Physiology Learning: The Development of Interactive Concept-Based Video Clips

ERIC Educational Resources Information Center

Guy, Richard; Byrne, Bruce; Rich, Peter

2014-01-01

The accommodation of diverse student learning approaches and maintenance of good academic outcomes are often difficult to achieve in university courses, particularly where large classes are concerned. These issues become even more significant when dealing with first-year students in science courses with high levels of factual and conceptual…

Flipped classroom model improves graduate student performance in cardiovascular, respiratory, and renal physiology.

PubMed

Tune, Johnathan D; Sturek, Michael; Basile, David P

2013-12-01

The purpose of this study was to assess the effectiveness of a traditional lecture-based curriculum versus a modified "flipped classroom" curriculum of cardiovascular, respiratory, and renal physiology delivered to first-year graduate students. Students in both courses were provided the same notes and recorded lectures. Students in the modified flipped classroom were required to watch the prerecorded lectures before class and then attend class, where they received a quiz or homework covering material in each lecture (valued at 25% of the final grade) followed by a question and answer/problem-solving period. In the traditional curriculum, attending lectures was optional and there were no quizzes. Evaluation of effectiveness and student performance was achieved by having students in both courses take the same multiple-choice exams. Within a comparable group of graduate students, participants in the flipped course scored significantly higher (P ≤ 0.05) on the cardiovascular, respiratory, and weighted cumulative sections by an average of >12 percentage points. Exam averages for students in the flipped course also tended to be higher on the renal section by ∼11 percentage points (P = 0.06). Based on our experience and responses obtained in blinded student surveys, we propose that the use of homework and in-class quizzes were critical motivating factors that likely contributed to the increase in student exam performance. Taken together, our findings support that the flipped classroom model is a highly effective means in which to disseminate key physiological concepts to graduate students.

Blending problem-based learning with Web technology positively impacts student learning outcomes in acid-base physiology.

PubMed

Taradi, Suncana Kukolja; Taradi, Milan; Radic, Kresimir; Pokrajac, Niksa

2005-03-01

World Wide Web (Web)-based learning (WBL), problem-based learning (PBL), and collaborative learning are at present the most powerful educational options in higher education. A blended (hybrid) course combines traditional face-to-face and WBL approaches in an educational environment that is nonspecific as to time and place. To provide educational services for an undergraduate second-year elective course in acid-base physiology, a rich, student-centered educational Web-environment designed to support PBL was created by using Web Course Tools courseware. The course is designed to require students to work in small collaborative groups using problem solving activities to develop topic understanding. The aim of the study was to identify the impact of the blended WBL-PBL-collaborative learning environment on student learning outcomes. Student test scores and satisfaction survey results from a blended WBL-PBL-based test group (n = 37) were compared with a control group whose instructional opportunities were from a traditional in-class PBL model (n = 84). WBL students scored significantly (t = 3.3952; P = 0.0009) better on the final acid-base physiology examination and expressed a positive attitude to the new learning environment in the satisfaction survey. Expressed in terms of a difference effect, the mean of the treated group (WBL) is at the 76th percentile of the untreated (face-to-face) group, which stands for a "medium" effect size. Thus student progress in the blended WBL-PBL collaborative environment was positively affected by the use of technology.

Persistent bacterial infections, antibiotic tolerance, and the oxidative stress response

PubMed Central

Grant, Sarah Schmidt; Hung, Deborah T.

2013-01-01

Certain bacterial pathogens are able to evade the host immune system and persist within the human host. The consequences of persistent bacterial infections potentially include increased morbidity and mortality from the infection itself as well as an increased risk of dissemination of disease. Eradication of persistent infections is difficult, often requiring prolonged or repeated courses of antibiotics. During persistent infections, a population or subpopulation of bacteria exists that is refractory to traditional antibiotics, possibly in a non-replicating or metabolically altered state. This review highlights the clinical significance of persistent infections and discusses different in vitro models used to investigate the altered physiology of bacteria during persistent infections. We specifically focus on recent work establishing increased protection against oxidative stress as a key element of the altered physiologic state across different in vitro models and pathogens. PMID:23563389

A prospective randomized trial of two solutions for intrapartum amnioinfusion: effects on fetal electrolytes, osmolality, and acid-base status.

PubMed

Pressman, E K; Blakemore, K J

1996-10-01

Our purpose was to compare the effects of intrapartum amnioinfusion with normal saline solution versus lactated Ringer's solution plus physiologic glucose on neonatal electrolytes and acid-base balance. Patients undergoing amnioinfusion for obstetric indications were randomized to receive normal saline solution or lactated Ringer's solution plus physiologic glucose at standardized amnioinfusion rates. Data were collected prospectively on maternal demographics, course of labor, and maternal and neonatal outcome. Arterial cord blood was obtained for analysis of electrolytes, glucose, osmolality, lactic acid, and blood gases. Control subjects with normal fetal heart rate patterns, and clear amniotic fluid not receiving amnioinfusion were studied concurrently. Data were collected on 59 patients (21 normal saline solution, 18 lactated Ringer's solution plus physiologic glucose, and 20 controls). Maternal demographics, course of labor, and neonatal outcome were similar in all three groups. Cesarean sections were performed more often in the amnioinfusion groups (33.3% for normal saline solution, 38.9% for lactated Ringer's solution plus physiologic glucose) than in the control group (5.0%), p < 0.05. Cord arterial electrolytes, glucose, osmolality, lactic acid, and blood gases were not altered by amnioinfusion with either solution. Intrapartum amnioinfusion with normal saline solution or lactated Ringer's solution plus physiologic glucose has no effect on neonatal electrolytes or acid-base balance.

A Blended Approach to Active Learning in a Physiology Laboratory-Based Subject Facilitated by an e-Learning Component

ERIC Educational Resources Information Center

Dantas, Arianne M.; Kemm, Robert E.

2008-01-01

Learning via online activities (e-learning) was introduced to facilitate existing face-to-face teaching to encourage more effective student preparation and then informed participation in an undergraduate physiology laboratory-based course. Active learning was encouraged by hypothesis formation and predictions prior to classes, with opportunities…

Multiple Choice Questions Can Be Designed or Revised to Challenge Learners' Critical Thinking

ERIC Educational Resources Information Center

Tractenberg, Rochelle E.; Gushta, Matthew M.; Mulroney, Susan E.; Weissinger, Peggy A.

2013-01-01

Multiple choice (MC) questions from a graduate physiology course were evaluated by cognitive-psychology (but not physiology) experts, and analyzed statistically, in order to test the independence of content expertise and cognitive complexity ratings of MC items. Integration of higher order thinking into MC exams is important, but widely known to…

Using Capstones to Develop Research Skills and Graduate Capabilities: A Case Study from Physiology

ERIC Educational Resources Information Center

Julien, Brianna L.; Lexis, Louise; Schuijers, Johannes; Samiric, Tom; McDonald, Stuart

2012-01-01

In 2011, the Department of Human Biosciences introduced two physiology capstone subjects as part of the Design for Learning Project at La Trobe University. Consistent with the project, the aims of these subjects were to provide an effective culmination point for the Bachelor of Health Science course and to offer students orientation to…

Study of Physiological Responses to Acute Carbon Monoxide Exposure with a Human Patient Simulator

ERIC Educational Resources Information Center

Cesari, Whitney A.; Caruso, Dominique M.; Zyka, Enela L.; Schroff, Stuart T.; Evans, Charles H., Jr.; Hyatt, Jon-Philippe K.

2006-01-01

Human patient simulators are widely used to train health professionals and students in a clinical setting, but they also can be used to enhance physiology education in a laboratory setting. Our course incorporates the human patient simulator for experiential learning in which undergraduate university juniors and seniors are instructed to design,…

Redesigning a course to help students achieve higher-order cognitive thinking skills: from goals and mechanics to student outcomes.

PubMed

Casagrand, Janet; Semsar, Katharine

2017-06-01

Here we describe a 4-yr course reform and its outcomes. The upper-division neurophysiology course gradually transformed from a traditional lecture in 2004 to a more student-centered course in 2008, through the addition of evidence-based active learning practices, such as deliberate problem-solving practice on homework and peer learning structures, both inside and outside of class. Due to the incremental nature of the reforms and absence of pre-reform learning assessments, we needed a way to retrospectively assess the effectiveness of our efforts. To do this, we first looked at performance on 12 conserved exam questions. Students performed significantly higher post-reform on questions requiring lower-level cognitive skills and those requiring higher-level cognitive skills. Furthermore, student performance on conserved questions was higher post-reform in both the top and bottom quartiles of students, although lower-quartile student performance did not improve until after the first exam. To examine student learning more broadly, we also used Bloom's taxonomy to quantify a significant increase in the Bloom's level of exams, with students performing equally well post-reform on exams that had over twice as many questions at higher cognitive skill levels. Finally, we believe that four factors provided critical contributions to the success of the course reform, including: transformation efforts across multiple course components, alignment between formative and evaluative course materials, student buy-in to course instruction, and instructional support. This reform demonstrates both the effectiveness of incorporating student-centered, active learning into our course, and the utility of using Bloom's level as a metric to assess course reform. Copyright © 2017 the American Physiological Society.

The impact of physiologic noise correction applied to functional MRI of pain at 1.5 and 3.0 T.

PubMed

Vogt, Keith M; Ibinson, James W; Schmalbrock, Petra; Small, Robert H

2011-07-01

This study quantified the impact of the well-known physiologic noise correction algorithm RETROICOR applied to a pain functional magnetic resonance imaging (FMRI) experiment at two field strengths: 1.5 and 3.0 T. In the 1.5-T acquisition, there was an 8.2% decrease in time course variance (σ) and a 227% improvement in average model fit (increase in mean R(2)(a)). In the 3.0-T acquisition, significantly greater improvements were seen: a 10.4% decrease in σ and a 240% increase in mean R(2)(a). End-tidal carbon dioxide data were also collected during scanning and used to account for low-frequency changes in cerebral blood flow; however, the impact of this correction was trivial compared to applying RETROICOR. Comparison between two implementations of RETROICOR demonstrated that oversampled physiologic data can be applied by either downsampling or modification of the timing in the RETROICOR algorithm, with equivalent results. Furthermore, there was no significant effect from manually aligning the physiologic data with corresponding image slices from an interleaved acquisition, indicating that RETROICOR accounts for timing differences between physiologic changes and MR signal changes. These findings suggest that RETROICOR correction, as it is commonly implemented, should be included as part of the data analysis for pain FMRI studies performed at 1.5 and 3.0 T. Copyright © 2011 Elsevier Inc. All rights reserved.

Taking nanomedicine teaching into practice with atomic force microscopy and force spectroscopy.

PubMed

Carvalho, Filomena A; Freitas, Teresa; Santos, Nuno C

2015-12-01

Atomic force microscopy (AFM) is a useful and powerful tool to study molecular interactions applied to nanomedicine. The aim of the present study was to implement a hands-on atomic AFM course for graduated biosciences and medical students. The course comprises two distinct practical sessions, where students get in touch with the use of an atomic force microscope by performing AFM scanning images of human blood cells and force spectroscopy measurements of the fibrinogen-platelet interaction. Since the beginning of this course, in 2008, the overall rating by the students was 4.7 (out of 5), meaning a good to excellent evaluation. Students were very enthusiastic and produced high-quality AFM images and force spectroscopy data. The implementation of the hands-on AFM course was a success, giving to the students the opportunity of contact with a technique that has a wide variety of applications on the nanomedicine field. In the near future, nanomedicine will have remarkable implications in medicine regarding the definition, diagnosis, and treatment of different diseases. AFM enables students to observe single molecule interactions, enabling the understanding of molecular mechanisms of different physiological and pathological processes at the nanoscale level. Therefore, the introduction of nanomedicine courses in bioscience and medical school curricula is essential. Copyright © 2015 The American Physiological Society.

Exploring anatomy and physiology using iPad applications.

PubMed

Chakraborty, Tandra R; Cooperstein, Deborah F

2017-11-07

This study examined the use of iPads with anatomy applications (apps) in the laboratory sections of the largest undergraduate course at the university, Anatomy and Physiology, serving more than 300 students. The majority of these students were nursing, exercise science/physical education and biology majors. With a student survey (student opinion) and student practicum grades as metrics, this study determined whether the introduction of this novel mobile technology improved student grades and aided the students in learning the course material. The results indicated that students' grades improved with the introduction of the iPads, and 78% of the students reported that the iPads facilitated their ability to learn the course material. There was a positive association between frequency of app use and standardized mastery of the course material, as students who used the apps more frequently scored higher and indicated that they felt as though they had learned the material more comprehensively. Owning or having an iPad at home did not have a significant effect on the learning of the material. The general consensus by students was that iPad anatomy apps should be used frequently to better develop student understanding of the course material. Anat Sci Educ. © 2017 American Association of Anatomists. © 2017 American Association of Anatomists.

Measuring Norfloxacin Binding to Trypsin Using a Fluorescence Quenching Assay in an Upper-Division, Integrated Laboratory Course

ERIC Educational Resources Information Center

Hicks, Katherine A.

2016-01-01

Fluorescence quenching assays are often used to measure dissociation constants that quantify the binding affinity between small molecules and proteins. In an upper-division undergraduate laboratory course, where students work on projects using a guided inquiry-based approach, a binding titration experiment at physiological pH is performed to…

Teaching Basic Science Content via Real-World Applications: A College-Level Summer Course in Veterinary Anatomy and Physiology

ERIC Educational Resources Information Center

Maza, Paul; Miller, Allison; Carson, Brian; Hermanson, John

2018-01-01

Learning and retaining science content may be increased by applying the basic science material to real-world situations. Discussing cases with students during lectures and having them participate in laboratory exercises where they apply the science content to practical situations increases students' interest and enthusiasm. A summer course in…

Digestion, Excretion and Metabolism, Science (Experimental): 5346.03.

ERIC Educational Resources Information Center

Weiss, Alan; And Others

This unit of instruction deals with a study of human physiology with emphasis on the process of digestion. The urinary system and urinary disorders are also discussed. The course is for the interested student and requires credit or background in previous biology programs. It is, in part, a second course in biology, but it is well within the range…

A Constructivist Approach to E-Text Design for Use in Undergraduate Physiology Courses

ERIC Educational Resources Information Center

Rhodes, Ashley E.; Rozell, Timothy G.

2015-01-01

Electronic textbooks, or e-texts, will have an increasingly important role in college science courses within the next few years due to the rising costs of traditional texts and the increasing availability of software allowing instructors to create their own e-text. However, few guidelines exist in the literature to aid instructors in the…

Academic Courses for the Health Programs. Junior College Resource Review.

ERIC Educational Resources Information Center

Brawer, Florence M.

The paucity of material dealing with academic programs for the health professions in two-year colleges is reflected in this review of studies and reports which show great variety in their primary focus and in the disciplines involved. Cited in this literature review are: syllabi for courses in anatomy, physiology, and chemistry; a report on…

Adult Cycling. An Instructor's Manual. Series MR-001, Publication Number 78-016-01.

ERIC Educational Resources Information Center

Charest, Laurie; Condrey, John

This instructor's manual is designed for use by an experienced cyclist to teach a 10-week, 30-hour course. The course provides on-bike and classroom instruction in defensive maneuvers in traffic, long-distance riding, health and physiology, bike maintenance, legal considerations of biking, and route selection. Participants should be at least…

Hydrocortisone as an Intervention for Dexamethasone-Induced Adverse Effects in Pediatric Patients With Acute Lymphoblastic Leukemia: Results of a Double-Blind, Randomized Controlled Trial.

PubMed

Warris, Lidewij T; van den Heuvel-Eibrink, Marry M; Aarsen, Femke K; Pluijm, Saskia M F; Bierings, Marc B; van den Bos, Cor; Zwaan, Christian M; Thygesen, Helene H; Tissing, Wim J E; Veening, Margreet A; Pieters, Rob; van den Akker, Erica L T

2016-07-01

Dexamethasone is a key component in the treatment of pediatric acute lymphoblastic leukemia (ALL), but can induce serious adverse effects. Recent studies have led to the hypothesis that neuropsychological adverse effects may be a result of cortisol depletion of the cerebral mineralocorticoid receptors. We examined whether including a physiologic dose of hydrocortisone in dexamethasone treatment can reduce neuropsychologic and metabolic adverse effects in children with ALL. We performed a multicenter, double-blind, randomized controlled trial with a crossover design. Of 116 potentially eligible patients (age 3 to 16 years), 50 were enrolled and were treated with two consecutive courses of dexamethasone in accordance with Dutch Childhood Oncology Group ALL protocols. Patients were randomly assigned to receive either hydrocortisone or placebo in a circadian rhythm (10 mg/m(2)/d) during both dexamethasone courses. Primary outcome measure was parent-reported Strength and Difficulties Questionnaire in Dutch, which assesses psychosocial problems. Other end points included questionnaires, neuropsychological tests, and metabolic parameters. Of 48 patients who completed both courses, hydrocortisone had no significant effect on outcome; however, a more detailed analysis revealed that in 16 patients who developed clinically relevant psychosocial adverse effects, addition of hydrocortisone substantially reduced their Strength and Difficulties Questionnaire in Dutch scores in the following domains: total difficulties, emotional symptoms, conduct problems, and impact of difficulties. Moreover, in nine patients who developed clinically relevant, sleep-related difficulties, addition of hydrocortisone reduced total sleeping problems and disorders of initiating and maintaining sleep. In contrast, hydrocortisone had no effect on metabolic parameters. Our results suggest that adding a physiologic dose of hydrocortisone to dexamethasone treatment can reduce the occurrence of serious neuropsychological adverse effects and sleep-related difficulties in pediatric patients with ALL. © 2016 by American Society of Clinical Oncology.

Knowledge on the subject of human physiology among Polish high school students--a cross-sectional study.

PubMed

Zwinczewska, Helena; Rozwadowska, Joanna; Traczyk, Anna; Majda, Szymon; Wysocki, Michał; Grabowski, Kamil; Kopeć, Sylwia; Głowacki, Roman; Węgrzyn, Katarzyna; Tomaszewski, Krzysztof A; Walocha, Jerzy A

2014-01-01

In most cases the only knowledge an individual will receive with regards to their own body and its proper functioning is during their high school education. The aim of this study was to evaluate high school students' knowledge about basic physiology. The research was carried out in five, randomly chosen high schools in Krakow, Poland. Young people in the age of 17-19 years were asked to fill in the questionnaire designed by the authors. The first part of the survey included personal data. The second part contained 20 close-ended questions assessing students' knowledge about the basics of human physiology. Question difficulty varied from easy through average, and up to difficult. The maximum number of points to achieve was 20. One-thousand-and eighty-three (out of 1179 invited--91.86%) Polish high school students (63.25% female) filled in a 20-item questionnaire constructed by the authors regarding basic human physiology. The mean age of the group was 17.66 ± 0.80 years. The mean score among the surveyed was 10.15 ± 3.48 (range 0-20). Only 26.04% of students achieved a grade of 60% or more, and only one person obtained the highest possible score. Females achieved significantly better scores than males (10.49 ± 3.38 vs. 9.56 ± 3.56; p < 0.0001). Pupils in their second year who were in the process of studying physiology, obtained better results than those in their third year who had already finished the biology course (10.70 ± 3.27 vs. 9.81 ± 3.74 respectively; p < 0.0001) and those in their first year who did not yet study human physiology (10.70 ± 3.27 vs. 9.63 ± 2.74 respectively; p = 0.003). Over 23% of students did not know that mature red blood cells do not have cell nuclei and a similar number of them answered that humans have 500,000 erythrocytes in 1 mm3 of blood. Over 32% believed that plasma does not participate in the transport of respiratory gases, and 31% believed that endocrine glands secrete hormones within their immediate vicinity and into the blood. Our research has shown that young people, especially men, often lack basic physiological knowledge needed to make conscious and responsible decisions regarding their health. Our results suggest that more emphasis should be put on properly teaching human physiology in high school, especially to those students who do not plan a career in medicine-related fields. This study brings to light the disturbing fact that about a year after a student finishes his basic physiology course his knowledge of the subject returns to a pre high school level.

Understanding Protein Synthesis: A Role-Play Approach in Large Undergraduate Human Anatomy and Physiology Classes

ERIC Educational Resources Information Center

Sturges, Diana; Maurer, Trent W.; Cole, Oladipo

2009-01-01

This study investigated the effectiveness of role play in a large undergraduate science class. The targeted population consisted of 298 students enrolled in 2 sections of an undergraduate Human Anatomy and Physiology course taught by the same instructor. The section engaged in the role-play activity served as the study group, whereas the section…

Active Learning and Flipped Classroom, Hand in Hand Approach to Improve Students Learning in Human Anatomy and Physiology

ERIC Educational Resources Information Center

Entezari, Maria; Javdan, Mohammad

2016-01-01

Because Human Anatomy and Physiology (A&P), a gateway course for allied health majors, has high dropout rates nationally, it is challenging to find a successful pedagogical intervention. Reports on the effect of integration of flipped classrooms and whether it improves learning are contradictory for different disciplines. Thus many educators…

Audio-Tutorial Project: An Audio-Tutorial Approach to Human Anatomy and Physiology.

ERIC Educational Resources Information Center

Muzio, Joseph N.; And Others

A two course sequence on human anatomy and physiology using the audiotutorial method of instruction was developed for use by nursing students and other students in the health or medical fields at the Kingsborough Community College in New York. The project was motivated by the problems of often underprepared students coming to learn a new field and…

An Exploratory Study of the Effects of Time Compressed Animated Delivery Multimedia Technology on Student Learning in Reproductive Physiology

ERIC Educational Resources Information Center

Trevisan, Michael S.; Oki, Angela C.; Senger, P. L.

2010-01-01

Two experiments examined the effects of a multimedia technology referred to as "Time Compressed Animated Delivery" (TCAD), on student learning in a junior-level reproductive physiology course. In experiment 1, participating students received one of two presentations of the same instructional material: TCAD and a lecture captured on video. At the…

Development, Implementation, and Assessment of a Distance Module in Endocrine Physiology

ERIC Educational Resources Information Center

Rangel, Elaine Maria Leite; Mendes, Isabel Amelia Costa; Carnio, Evelin Capellari; Alves, Leila Maria Marchi; de Godoy, Simone; Crispim, Juliane de Almeida

2010-01-01

This study aimed to develop, implement, and assess a distance module in endocrine physiology in TelEduc for undergraduate nursing students from a public university in Brazil, with a sample size of 44 students. "Stage 1" consisted of the development of the module, through the process of creating a distance course by means of the Web.…

Are Faculty Predictions or Item Taxonomies Useful for Estimating the Outcome of Multiple-Choice Examinations?

ERIC Educational Resources Information Center

Kibble, Jonathan D.; Johnson, Teresa

2011-01-01

The purpose of this study was to evaluate whether multiple-choice item difficulty could be predicted either by a subjective judgment by the question author or by applying a learning taxonomy to the items. Eight physiology faculty members teaching an upper-level undergraduate human physiology course consented to participate in the study. The…

Evaluating an Instrument to Quantify Attitude to the Subject of Physiology in Undergraduate Health Science Students

ERIC Educational Resources Information Center

Brown, Stephen; White, Sue; Bowmar, Alex; Power, Nicola

2017-01-01

The attitude toward a subject contributes to both academic engagement and success at university, yet it is not routinely measured in undergraduate students. Therefore, in two consecutive introductory courses in Human anatomy and physiology (HAP 1, n = 239, and HAP 2, n = 329), an instrument to quantify undergraduate students' attitude to the…

Effectiveness of interprofessional education in renal physiology curricula for health sciences graduate students.

PubMed

Harrison-Bernard, Lisa M; Naljayan, Mihran V; Eason, Jane M; Mercante, Donald E; Gunaldo, Tina P

2017-12-01

The primary purpose of conducting an interprofessional education (IPE) experience during the renal physiology block of a graduate-level course was to provide basic science, physical therapy, and physician assistant graduate students with an opportunity to work as a team in the diagnosis, treatment, and collaborative care of a patient with acute kidney injury. The secondary purpose was to enhance the understanding of basic renal physiology principles with a patient case presentation of renal pathophysiology. The overall purpose was to assess the value of IPE integration within a basic science course by examining student perceptions and program evaluation. Graduate-level students operated in interprofessional teams while working through an acute kidney injury patient case. The following Interprofessional Education Collaborative subcompetencies were targeted: Roles/Responsibilities (RR) Behavioral Expectations (RR1, RR4) and Interprofessional Communication (CC) Behavioral Expectations (CC4). Clinical and IPE stimulus questions were discussed both within and between teams with assistance provided by faculty facilitators. Students were given a pre- and postsurvey to determine their knowledge of IPE. There were statistically significant increases from pre- to postsurvey scores for all six IPE questions for all students. Physical therapy and physician assistant students had a statistically significant increase in pre- to postsurvey scores, indicating a more favorable perception of their interprofessional competence for RR1, RR4, and CC4. No changes were noted in pre- to postsurvey scores for basic science graduate students. Incorporating planned IPE experiences into multidisciplinary health science courses represents an appropriate venue to have students learn and apply interprofessional competencies. Copyright © 2017 the American Physiological Society.

Metabolic profiling reveals that time related physiological changes in mammalian cell perfusion cultures are bioreactor scale independent.

PubMed

Vernardis, Spyros I; Goudar, Chetan T; Klapa, Maria I

2013-09-01

Metabolic profiling was used to characterize the time course of cell physiology both in laboratory- and manufacturing-scale mammalian cell perfusion cultures. Two independent experiments were performed involving three vials from the same BHK cell bank, used to inoculate three laboratory-scale bioreactors, from which four manufacturing-scale cultures were initiated. It was shown that metabolomic analysis can indeed enhance the prime variable dataset for the monitoring of perfusion cultures by providing a higher resolution view of the metabolic state. Metabolic profiles could capture physiological state shifts over the course of the perfusion cultures and indicated a metabolic "signature" of the phase transitions, which was not observable from prime variable data. Specifically, the vast majority of metabolites had lower concentrations in the middle compared to the other two phases. Notably, metabolomics provided orthogonal (to prime variables) evidence that all cultures followed this same metabolic state shift with cell age, independently of bioreactor scale. © 2013 Elsevier Inc. All rights reserved.

Web-Based Instruction in Physics Courses

NASA Astrophysics Data System (ADS)

Wijekumar, V.

1998-05-01

The World Wide Web will be utilized to deliver instructional materials in physics courses in two cases. In one case, a set of physics courses will be entirely taught using WWW for high school science and mathematics teachers in the physics certification program. In the other case, the WWW will be used to enhance the linkage between the laboratory courses in medical physics, human physiology and clinical nursing courses for nursing students. This project links three departments in two colleges to enhance a project known as Integrated Computer System across the Health Science Curriculum. Partial support for this work was provided by the National Science Foundation's Division od Undergraduate Education through grant DUE # 9650793.

Doing peer review and receiving feedback: impact on scientific literacy and writing skills.

PubMed

Geithner, Christina A; Pollastro, Alexandria N

2016-03-01

Doing peer review has been effectively implemented to help students develop critical reading and writing skills; however, its application in Human Physiology programs is limited. The purpose of the present study was to determine the impact of peer review on Human Physiology majors' perceptions of their scientific literacy and writing skills. Students enrolled in the Scientific Writing course completed multiple writing assignments, including three revisions after receiving peer and instructor feedback. Students self-assessed their knowledge, skills, and attitudes related to science and writing in pre- and postcourse surveys (n = 26 with complete data). Seven survey items related to scientific literacy and writing skills impacted by peer review were selected for analysis. Scores on these survey items were summed to form a composite self-rating score. Responses to two questions regarding the most useful learning activities were submitted to frequency analysis. Mean postcourse scores for individual survey items and composite self-rating scores were significantly higher than precourse means (P < 0.05). Peer review was the most frequently noted among 21 learning activities for increasing scientific literacy and in the top 5 for improving writing skills. In conclusion, peer review is an effective teaching/learning approach for improving undergraduate Human Physiology majors' knowledge, skills, and attitudes regarding science and scientific writing. Copyright © 2016 The American Physiological Society.

Sport science internships for learning: a critical view.

PubMed

Malone, James J

2017-12-01

Sport science has gained vast popularity with students who have an interest in both physiology and the underpinning mechanisms of exercise concerning performance and health. The high numbers of graduates each year, coupled with the low number of graduate positions working in sports, has led to a high level of competition between students. To stand out from the crowd, sport science students may undertake an internship placement as part of their course, designed to enhance theoretical, practical, and soft skills in an applied setting. In the present article, we highlight some of the positives and negatives of sport science internships and ways in which they can be implemented and facilitated. Suggestions have also been provided to make students more aware of the reality of working in professional sports, which includes awareness of the potential for long and unsociable hours of work. Copyright © 2017 the American Physiological Society.

Compare the educational achievement of medical students with different circadian rhythms in difficult courses of basic sciences.

PubMed

Liaghatdar, Mohammad Javad; Ashoorion, Vahid; Avizhgan, Maryam

2016-01-01

Advantageous times for different people are different to some extent, considering the effective physiological changes during the circadian rhythm, in terms of the peak time of physiological activities. The goal of this study is to compare the educational achievement of students, with different morning-evening habits, in completing difficult and easy courses. This research is a retrospective descriptive-analytical study, which has been conducted on students of the fifth semester of General Medicine in the Faculty of Medicine, Isfahan University of Medical Sciences. The morning-evening habits of the students were determined by the Horne-Strauss 19-item questionnaire. The students were asked to determine the courses that were 'difficult' and 'easy,' using a researcher-made questionnaire. The students' scores in the considered courses during the five semesters were obtained from the Education Department of the Faculty and analyzed using the descriptive t-test, analysis of variance (ANOVA), and the multivariate regression test in the SPSS software. Sixty-three students (67% girls and 33% boys) participated in this study, of whom 11, 60, and 29% were morning, morning-evening, and evening students, respectively. The mean scores of the difficult courses in all five semesters were reduced in the evening pattern compared to the morning and morning-evening patterns. Reduction of the mean score in the difficult courses, in the evening group, compared with the morning-evening and morning groups was observed in all five semesters among girls, but in three semesters among boys. This study showed that evening students experienced academic failure in difficult courses, which required a more cognitive performance. It is recommended that difficult specialized courses be presented at hours when all student groups have a better cognitive performance.

Physiological Responses of Senior Adults Running a Fit Trail.

ERIC Educational Resources Information Center

Lundegren, Herberta; And Others

In this 1977 study the heart rates of 51 men and women ranging in age from 22-72 were continuously monitored while the subjects walked or ran a modified parcour fitness trail. The length of the course, its gradient, the distance between exercise stations, and the elevation of the course were measured. Mean percentage max HR (Karvonen) values were…

Development of a Screening Methodology for Entry into Medical Technical Training Courses. Final Report for Period October 1975-April 1977.

ERIC Educational Resources Information Center

Leisey, Sandra A.; Guinn, Nancy

At the request of the Air Force School of Aviation Medicine, a project was initiated to evaluate the current screening process used for entry into three medical technical training courses: Aeromedical Specialist, Environmental Health Specialist, and Physiological Training Specialist. A sample of 1,003 students were administered the General…

Assessment of Aerobic Endurance: A Comparison between CD-ROM and Laboratory-Based Instruction.

ERIC Educational Resources Information Center

Kirkwood, Margaret; Sharp, Bob; de Vito, Giuseppe; Nimmo, Myra A.

2002-01-01

Describes a CD-ROM version of a basic course in exercise physiology that was developed in the United Kingdom to overcome problems of staff time, expense, ethical considerations, and large student numbers. Compares it to a traditional course and concludes that adding more active learning approaches to the CD-ROM would enhance student learning. (LRW)

The Use of Formative Online Quizzes to Enhance Class Preparation and Scores on Summative Exams

ERIC Educational Resources Information Center

Dobson, John L.

2008-01-01

Online quizzes were introduced into an undergraduate Exercise Physiology course to encourage students to read ahead and think critically about the course material before coming to class. The purpose of the study was to determine if the use of the online quizzes was associated with improvements in summative exam scores and if the online quizzes…

Adolescent Physiological and Behavioral Patterns of Emotion Dysregulation Predict Multisystemic Therapy Response.

PubMed

Winiarski, D Anne; Schechter, Julia C; Brennan, Patricia A; Foster, Sharon L; Cunningham, Phillippe B; Whitmore, Elizabeth A

2017-09-01

This study examined whether physiological and behavioral indicators of emotion dysregulation assessed over the course of Multisystemic Therapy (MST) were related to treatment response. Participants were 180 ethnically diverse adolescents ( n =120 males), ranging in age from 12 to 17 years. Treatment response was assessed through therapist report and official arrest records. Changes in cortisol reactivity and changes in scores on a behavioral dysregulation subscale of the Child Behavior Checklist were used as indicators of emotion dysregulation. Hierarchical linear modeling analyses examined whether a less favorable treatment response was associated with cortisol reactivity measures (a) collected early in treatment and (b) over the course of treatment, as well as with behavioral reports of emotion dysregulation reported (c) early in treatment, and (d) over the course of treatment. Sex was explored as a moderator of these associations. Results indicated that both cortisol and behavioral indices of emotion dysregulation early in treatment and over the course of therapy predicted treatment responsiveness. This relationship was moderated by sex: girls were more likely to evidence a pattern of increasing emotion regulation prior to successful therapy response. The results lend further support to the notion of incorporating emotion regulation techniques into treatment protocols for delinquent behavior.

Effects of AlcoholEdu for College on Alcohol-Related Problems Among Freshmen: A Randomized Multicampus Trial*

PubMed Central

Paschall, Mallie J.; Antin, Tamar; Ringwalt, Christopher L.; Saltz, Robert F.

2011-01-01

Objective: AlcoholEdu for College is a 2- to 3-hour online course for incoming college freshmen. This study was the first multicampus trial to examine effects of AlcoholEdu for College on alcohol-related problems among freshmen. Method: Thirty universi participated in the study. Fifteen were randomly assigned to receive AlcoholEdu, and the other 15 were assigned to the control condition. AlcoholEdu was implemented by intervention schools during the summer and/or fall semester. Cross-sectional surveys of freshmen were conducted at each university beginning before the intervention in spring 2008/2009; post-intervention surveys were administered in fall 2008/2009 and spring 2009/2010. The surveys included questions about the past-30-day frequency of 28 alcohol-related problems, from which we created indices for the total number of problems and problems in seven domains: physiological, academic, social, driving under the influence/riding with drinking drivers, aggression, sexual risk taking, and victimization. Multilevel Poisson regression analyses were conducted to examine intent-to-treat and dosage effects of AlcoholEdu for College on these outcomes. Results: Multilevel intent-to-treat analyses indicated significant reductions in the risk for past-30-day alcohol problems in general and problems in the physiological, social, and victimization domains during the fall semester immediately after completion of the course. However, these effects did not persist in the spring semester. Additional analyses suggested stronger AlcoholEdu effects on these outcomes at colleges with higher rates of student course completion. No AlcoholEdu effects were observed for alcohol-related problems in the other four domains. Conclusions: AlcoholEdu for College appears to have beneficial short-term effects on victimization and the most common types of alcohol-related problems among freshmen. Universities may benefit the most by mandating AlcoholEdu for College for all incoming freshmen and by implementing this online course along with environmental prevention strategies. PMID:21683046

New course in bioengineering and bioinspired design.

PubMed

Erickson, Jonathan C

2012-01-01

The past two years, a new interdisciplinary course has been offered at Washington and Lee University (Lexington, VA, USA), which seeks to surmount barriers that have traditionally existed between the physical and life sciences. The course explores the physiology leading to the physical mechanisms and engineering principles that endow the astonishing navigation abilities and sensory mechanisms of animal systems. The course also emphasizes how biological systems are inspiring novel engineering designs. Two (among many) examples are how the adhesion of the gecko foot inspired a new class of adhesives based on Van der Waals forces; and how the iridophore protein plates found in mimic octopus and squid act as tunable ¼ wave stacks, thus inspiring the engineering of optically tunable block copolymer gels for sensing temperature, pressure, or chemical gradients. A major component of this course is the integration of a 6-8 week long research project. To date, projects have included engineering: a soft-body robot whose motion mimics the inchworm; an electrical circuit to sense minute electric fields in aqueous environments based on the shark electrosensory system; and cyborg grasshoppers whose jump motion is controlled via an electronic-neural interface. Initial feedback has indicated that this course has served to increase student interaction and “cross-pollination” of ideas between the physical and life sciences. Student feedback also indicated a marked increase in desire and confidence to continue to pursue problems at the boundary of biology and engineering—bioengineering.

Vision and art: an interdisciplinary approach to neuroscience education.

PubMed

Lafer-Sousa, Rosa; Conway, Bevil R

2009-01-01

Undergraduate institutions are increasingly adopting neuroscience within their curricula, although it is unclear how best to implement this material given the interdisciplinary nature of the field, which requires knowledge of basic physics, chemistry, biology and psychology. This difficulty is compounded by declines over recent decades in the amount of physics education that students receive in high school, which hinders students' ability to grasp basic principles of neuroscience. Here we discuss our experiences as teacher (BRC) and student (RLS) with an undergraduate course in Vision and Art. The course capitalizes on students' prior interest in visual art to motivate an understanding of the physiological and computational neural processes that underlie vision; our aim is that the learning strategies that students acquire as a result of the format and interdisciplinary approach of the course will increase students' critical thinking skills and benefit them as they pursue other domains of inquiry. The course includes both expert lectures on central themes of vision along with a problem-based learning (PBL) laboratory component that directly engages the students as empirical scientists. We outline the syllabus, the motivation for using PBL, and describe a number of hands-on laboratory exercises, many of which require only inexpensive and readily available equipment. We have developed a website that we hope will facilitate student-driven inquiry beyond the classroom and foster inter-institutional collaboration in this endeavor. We conclude the paper with a discussion of the potential limitations of the course and how to evaluate the success of the course and the website.

Additional evidence of far transfer of scientific reasoning skills acquired in a CLASP reformed physics course

NASA Astrophysics Data System (ADS)

Potter, Wendell H.; Lynch, Robert B.

2013-01-01

The introductory physics course taken by biological science majors at UC Davis, Physics 7, was radically reformed 16 years ago in order to explicitly emphasize the development of scientific reasoning skills in all elements of the course. We have previously seen evidence of increased performance on the biological and physical science portions of the MCAT exam, in a rigorous systemic physiology course, and higher graduating GPAs for students who took Physics 7 rather than a traditionally taught introductory physics course. We report here on the increased performance by a group of biological-science majors in a general chemistry course who took the first quarter of Physics 7 prior to beginning the chemistry course sequence compared to a similar group who began taking physics after completing the first two quarters of general chemistry.

A Progressive Assessment Strategy Improves Student Learning and Perceived Course Quality in Undergraduate Physiology

ERIC Educational Resources Information Center

Saint, D. A.; Horton, D.; Yool, A.; Elliott, A.

2015-01-01

In 2010, second-year physiology (n = 165) had a traditional single 3-h end-of-semester exam. To provide diagnostic feedback earlier, for students enrolled in 2011 (n = 128), we incorporated an in-class exam at 3 wk in addition to the final exam. Based on initial analysis and positive student comments, for the 2012 cohort (n = 148), we expanded…

Gateway to Healthcare Careers for Vulnerable Students: A New Approach to the Teaching of Anatomy and Physiology

ERIC Educational Resources Information Center

DeCiccio, Albert; Kenny, Tammy; Lippacher, Linda; Flanary, Barry

2011-01-01

Many first-year students interested in healthcare careers do not succeed in Anatomy and Physiology I (A&PI), which they take in their first semester. These first-year students withdraw from the course or the institution, or their final grade may be below the identified threshold for progressing in their programs. A&PI has become a…

Soldier Performance as a Function of Stress and Load: A Review

DTIC Science & Technology

1990-01-01

1985) increasing load obstacle course decreased weight performance Ikai & Steinhaus shouting forearm flex strength increased (1961) gun shot increased...performance. Capacity represents relatively fil1 ed physiological limits of behavior, while performance is a function of psychological factors (Ikai & Steinhaus ...3), 513-524. Ikai, M., & Steinhaus , A. H. (1961). Some factors modifying the expression of human strength. Journal of ADnlied Physiology, 15, 157-163

Drugs & the Brain: Case-based Instruction for an Undergraduate Neuropharmacology Course.

PubMed

Nagel, Anastasia; Nicholas, Andrea

2017-01-01

In order to transform a traditional large non-majors general education (GE) neurobiology lecture (Drugs & the Brain) into an active learning course, we developed a series of directed mini-cases targeting major drug classes. Humorous and captivating case-based situations were used to better engage and motivate students to solve problems related to neuropharmacology and physiology. Here we provide directed cases, questions and learning outcomes for our opiates mini-cases. In addition, we describe how case studies were incorporated into our course and assessed using peer review and online quizzing. An in-depth analysis of the overall course transformation on student exam performance, opinions and instructor evaluations can be found in the JUNE article Don't Believe the Gripe! Increasing Course Structure in a Large Non-majors Neuroscience Course.

Psychophysiological reactions associated with qigong therapy.

PubMed

Xu, S H

1994-03-01

Qigong as a part of the traditional Chinese medicine is similar to western "meditation", Indian "Yoga" or Japanese "Zen", which can all be included in the category of traditional psychotherapy. A series of physiological and psychological effects occur in the course of Qigong training, but inappropriate training can lead to physical and mental disturbances. Physiological effects include changes in EEG, EMG, respiratory movement, heart rate, skin potential, skin temperature and finger tip volume, sympathetic nerve function, function in stomach and intestine, metabolism, endocrine and immunity systems. Psychological effects are motor phenomena and perceptual changes: patients experienced warmness, chilliness, itching sensation in the skin, numbness, soreness, bloatedness, relaxation, tenseness, floating, dropping, enlargement or constriction of the body image, a sensation of rising to the sky, falling off, standing upside down, playing on the swing following respiration, circulation of the intrinsic Qi, electric shock, formication, during Qigong exercise. Some patients experienced dreamland illusions, unreality and pseudohallucination. These phenomena were transient and vanished as the exercise terminated. Qigong deviation syndrome has become a diagnostic term and is now used widely in China.

Scale-up of a physiologically-based pharmacokinetic model to predict the disposition of monoclonal antibodies in monkeys.

PubMed

Glassman, Patrick M; Chen, Yang; Balthasar, Joseph P

2015-10-01

Preclinical assessment of monoclonal antibody (mAb) disposition during drug development often includes investigations in non-human primate models. In many cases, mAb exhibit non-linear disposition that relates to mAb-target binding [i.e., target-mediated disposition (TMD)]. The goal of this work was to develop a physiologically-based pharmacokinetic (PBPK) model to predict non-linear mAb disposition in plasma and in tissues in monkeys. Physiological parameters for monkeys were collected from several sources, and plasma data for several mAbs associated with linear pharmacokinetics were digitized from prior literature reports. The digitized data displayed great variability; therefore, parameters describing inter-antibody variability in the rates of pinocytosis and convection were estimated. For prediction of the disposition of individual antibodies, we incorporated tissue concentrations of target proteins, where concentrations were estimated based on categorical immunohistochemistry scores, and with assumed localization of target within the interstitial space of each organ. Kinetics of target-mAb binding and target turnover, in the presence or absence of mAb, were implemented. The model was then employed to predict concentration versus time data, via Monte Carlo simulation, for two mAb that have been shown to exhibit TMD (2F8 and tocilizumab). Model predictions, performed a priori with no parameter fitting, were found to provide good prediction of dose-dependencies in plasma clearance, the areas under plasma concentration versu time curves, and the time-course of plasma concentration data. This PBPK model may find utility in predicting plasma and tissue concentration versus time data and, potentially, the time-course of receptor occupancy (i.e., mAb-target binding) to support the design and interpretation of preclinical pharmacokinetic-pharmacodynamic investigations in non-human primates.

Real-time development of data acquisition and analysis software for hands-on physiology education in neuroscience: G-PRIME.

PubMed

Lott, Gus K; Johnson, Bruce R; Bonow, Robert H; Land, Bruce R; Hoy, Ronald R

2009-01-01

We report on the real-time creation of an application for hands-on neurophysiology in an advanced undergraduate teaching laboratory. Enabled by the rapid software development tools included in the Matlab technical computing environment (The Mathworks, Natick, MA), a team, consisting of a neurophysiology educator and a biophysicist trained as an electrical engineer, interfaced to a course of approximately 15 students from engineering and biology backgrounds. The result is the powerful freeware data acquisition and analysis environment, "g-PRIME." The software was developed from week to week in response to curriculum demands, and student feedback. The program evolved from a simple software oscilloscope, enabling RC circuit analysis, to a suite of tools supporting analysis of neuronal excitability and synaptic transmission analysis in invertebrate model systems. The program has subsequently expanded in application to university courses, research, and high school projects in the US and abroad as free courseware.

Physiological pump loading of isolated cardiac muscle.

PubMed

Paulus, W J; Claes, V A; Brutsaert, D L

1976-05-01

Cat papillary muscles were subjected to a continuously changing load, resulting from an analysis of the left ventricle as a muscle pump system. The papillary muscle was assumed to be part of a circumferential bundle of muscle fibers of a simplified ejecting ventricle. The load included the pressure--stress relationship of this ventricle and the peripheral vascular load with its inertial, resistive and capacitive components. When this loading function was imposed on a shortening muscle through an electronic feedback circuit, the time course of force development and the velocity versus force plots closely resembled data obtained in the intact heart. Analysis of mechanical work (delta 1 X f) and power (V X f) and their respective time course permitted distinction between changes of contractile performance due to (1) positive or negative inotropic interventions, (2) altered hypothetical ventricular dimensions and changed preload, and (3) the long-term load-dependent memory of cardiac muscle.

The flipped classroom allows for more class time devoted to critical thinking.

PubMed

DeRuisseau, Lara R

2016-12-01

The flipped classroom was utilized in a two-semester, high-content science course that enrolled between 50 and 80 students at a small liberal arts college. With the flipped model, students watched ~20-min lectures 2 days/wk outside of class. These videos were recorded via screen capture and included a detailed note outline, PowerPoint slides, and review questions. The traditional format included the same materials, except that lectures were delivered in class each week and spanned the entire period. During the flipped course, the instructor reviewed common misconceptions and asked questions requiring higher-order thinking, and five graded case studies were performed each semester. To determine whether assessments included additional higher-order thinking skills in the flipped vs. traditional model, questions across course formats were compared via Blooms Taxonomy. Application-level questions that required prediction of an outcome in a new scenario comprised 38 ± 3 vs. 12 ± 1% of summative assessment questions (<0.01): flipped vs. traditional. Final letter grades in both formats of the course were compared with major GPA. Students in the flipped model performed better than their GPA predicted, as 85.5% earned a higher grade (vs. 42.2% in the traditional classroom) compared with their major GPA. These data demonstrate that assessments transitioned to more application-level compared with factual knowledge-based questions with this particular flipped model, and students performed better in their final letter grade compared with the traditional lecture format. Although the benefits to a flipped classroom are highlighted, student evaluations did suffer. More detailed studies comparing the traditional and flipped formats are warranted. Copyright © 2016 the American Physiological Society.

A puzzle used to teach the cardiac cycle.

PubMed

Marcondes, Fernanda K; Moura, Maria J C S; Sanches, Andrea; Costa, Rafaela; de Lima, Patricia Oliveira; Groppo, Francisco Carlos; Amaral, Maria E C; Zeni, Paula; Gaviao, Kelly Cristina; Montrezor, Luís H

2015-03-01

The aim of the present article is to describe a puzzle developed for use in teaching cardiac physiology classes. The puzzle presents figures of phases of the cardiac cycle and a table with five columns: phases of cardiac cycle, atrial state, ventricular state, state of atrioventricular valves, and pulmonary and aortic valves. Chips are provided for use to complete the table. Students are requested to discuss which is the correct sequence of figures indicating the phases of cardiac cycle. Afterward, they should complete the table with the chips. Students of biology, dentistry, medicine, pharmacy, and nursing graduation courses from seven institutions performed the puzzle evaluation. They were invited to indicate whether the puzzle had been useful for learning about the subject by filling one of four alternatives. Of the students, 4.6% answered that it was not necessary but helped them to confirm what they had learned, 64.5% reported that although they had previously understood the cardiac cycle, the puzzle helped them to solve doubts and promoted a better understanding of it, and 30.9% said that they needed the puzzle to understand the cardiac cycle, without differences among courses, institutions, and course semesters. The results of the present study suggest that a simple and inexpensive puzzle may be useful as an active learning methodology applied after the theoretical lecture, as a complementary tool for studying cardiac cycle physiology. Copyright © 2015 The American Physiological Society.

An instructional design process based on expert knowledge for teaching students how mechanisms are explained.

PubMed

Trujillo, Caleb M; Anderson, Trevor R; Pelaez, Nancy J

2016-06-01

In biology and physiology courses, students face many difficulties when learning to explain mechanisms, a topic that is demanding due to the immense complexity and abstract nature of molecular and cellular mechanisms. To overcome these difficulties, we asked the following question: how does an instructor transform their understanding of biological mechanisms and other difficult-to-learn topics so that students can comprehend them? To address this question, we first reviewed a model of the components used by biologists to explain molecular and cellular mechanisms: the MACH model, with the components of methods (M), analogies (A), context (C), and how (H). Next, instructional materials were developed and the teaching activities were piloted with a physical MACH model. Students who used the MACH model to guide their explanations of mechanisms exhibited both improvements and some new difficulties. Third, a series of design-based research cycles was applied to bring the activities with an improved physical MACH model into biology and biochemistry courses. Finally, a useful rubric was developed to address prevalent student difficulties. Here, we present, for physiology and biology instructors, the knowledge and resources for explaining molecular and cellular mechanisms in undergraduate courses with an instructional design process aimed at realizing pedagogical content knowledge for teaching. Our four-stage process could be adapted to advance instruction with a range of models in the life sciences. Copyright © 2016 The American Physiological Society.

An exploration of the factors that contribute to learning satisfaction of first-year anatomy and physiology students.

PubMed

Eagleton, Saramarie

2015-09-01

Lecturers have reverted to using a "blended" approach when teaching anatomy and physiology. Student responses as to how this contributes to their learning satisfaction were investigated using a self-administered questionnaire. The questionnaire consisted of closed- and open-ended questions that were based on three determinants of learning satisfaction: perceived course learnability, learning community support, and perceived learning effectiveness. Regarding course learnability, students responded positively on questions regarding the relevance of the subject for their future careers. However, students identified a number of distractions that prevented them from paying full attention to their studies. As far as learning community support was concerned, respondents indicated that they were more comfortable asking a peer for support if they were unsure of concepts than approaching the lecturing staff. Most of the students study in their second language, and this was identified as a stumbling block for success. There was a difference in opinion among students regarding the use of technology for teaching and learning of anatomy and physiology. From students' perceptions regarding learning effectiveness, it became clear that students' expectations of anatomy and physiology were unrealistic; they did not expect the module to be so comprehensive. Many of the students were also "grade oriented" rather than "learning oriented" as they indicated that they were more concerned about results than "owning" the content of the module. Asking students to evaluate aspects of the teaching and learning process have provided valuable information to improve future offerings of anatomy and physiology. Copyright © 2015 The American Physiological Society.

Promoting Metacognition in First Year Anatomy Laboratories Using Plasticine Modeling and Drawing Activities: A Pilot Study of the "Blank Page" Technique

ERIC Educational Resources Information Center

Naug, Helen L.; Colson, Natalie J.; Donner, Daniel G.

2011-01-01

Many first year students of anatomy and physiology courses demonstrate an inability to self-regulate their learning. To help students increase their awareness of their own learning in a first year undergraduate anatomy course, we piloted an exercise that incorporated the processes of (1) active learning: drawing and plasticine modeling and (2)…

Unavoidable Errors: A Spatio-Temporal Analysis of Time-Course and Neural Sources of Evoked Potentials Associated with Error Processing in a Speeded Task

ERIC Educational Resources Information Center

Vocat, Roland; Pourtois, Gilles; Vuilleumier, Patrik

2008-01-01

The detection of errors is known to be associated with two successive neurophysiological components in EEG, with an early time-course following motor execution: the error-related negativity (ERN/Ne) and late positivity (Pe). The exact cognitive and physiological processes contributing to these two EEG components, as well as their functional…

The Effects of Passive and Active Learning on Student Preference and Performance in an Undergraduate Basic Science Course

ERIC Educational Resources Information Center

Minhas, Paras Singh; Ghosh, Arundhati; Swanzy, Leah

2012-01-01

Active learning is based on self-directed and autonomous teaching methods, whereas passive learning is grounded in instructor taught lectures. An animal physiology course was studied over a two-year period (Year 1, n = 42 students; Year 2, n = 30 students) to determine the effects of student-led seminar (andragogical) and lecture (pedagogical)…

The Effect of the Flipped Classroom on Urban High School Students' Motivation and Academic Achievement in a High School Science Course

ERIC Educational Resources Information Center

Dixon, Keshia L.

2017-01-01

This study investigated the effect of the flipped classroom on urban high school students' motivation and academic achievement in a high school science course. In this quantitative study, the sample population was comprised of North Star High School 12th grade students enrolled in human anatomy and physiology. A quasi-experimental,…

Do frogs have to croak? Comparing academic performance of students in traditional dissection labs on campus with students using virtual simulations via distance education

NASA Astrophysics Data System (ADS)

Humphries, Susie Annette

This quantitative study was designed to determine whether there were any significant differences in students and their understanding of animal anatomy and basic physiology in introductory biology and anatomy courses when instructed using self-directed, virtual simulation dissections in a distance-learning format rather than by teacher-directed, hands-on dissections in traditional on-campus classes. Two different courses at Snead State Community College, a small, rural 2-year institution in north Alabama, participated in this study. Principles of Biology II (BIO 104) was a course taken by students not planning a career in a health field, while Human Anatomy and Physiology I (BIO 201) was a course designed for students who plan to pursue a health-related degree. A total of 44 students participated in the online versions of their respective anatomy courses, 11 in BIO 104 and 33 in BIO 201, whereas a total of 132 students participated in the on-campus versions of their anatomy courses, 28 in BIO 104 and 104 in BIO 201. At the outset of their anatomy courses, all participants were given a presurvey to obtain basic demographics and background information used in the final analyses. A pretest/posttest laboratory practicum evaluation was used to determine students' academic performance in their anatomy courses over a semester. The results indicated that for the BIO 104 students there were no significant differences between those students taking the course online and those taking the course on campus. The BIO 201 students, on the other hand, did indicate a significant difference in the overall academic performance on their laboratory practicums, with the on-campus students achieving statistically higher than the online students. However, it is important to note that the BIO 104 students were not taking their exams as a part of their course grade as were the BIO 201 students. It was also ascertained through this study that students with prior online experience and/or with moderate to substantial dissection experience did not perform statistically better than students without these experiences. Additionally, various characteristics and qualities associated with the success of students in anatomy courses were discovered.

iTRAQ-based analysis of changes in the cassava root proteome reveals pathways associated with post-harvest physiological deterioration.

PubMed

Owiti, Judith; Grossmann, Jonas; Gehrig, Peter; Dessimoz, Christophe; Laloi, Christophe; Hansen, Maria Benn; Gruissem, Wilhelm; Vanderschuren, Hervé

2011-07-01

The short storage life of harvested cassava roots is an important constraint that limits the full potential of cassava as a commercial food crop in developing countries. We investigated the molecular changes during physiological deterioration of cassava root after harvesting using isobaric tags for relative and absolute quantification (iTRAQ) of proteins in soluble and non-soluble fractions prepared during a 96 h post-harvest time course. Combining bioinformatic approaches to reduce information redundancy for unsequenced or partially sequenced plant species, we established a comprehensive proteome map of the cassava root and identified quantitatively regulated proteins. Up-regulation of several key proteins confirmed that physiological deterioration of cassava root after harvesting is an active process, with 67 and 170 proteins, respectively, being up-regulated early and later after harvesting. This included regulated proteins that had not previously been associated with physiological deterioration after harvesting, such as linamarase, glutamic acid-rich protein, hydroxycinnamoyl transferase, glycine-rich RNA binding protein, β-1,3-glucanase, pectin methylesterase, maturase K, dehydroascorbate reductase, allene oxide cyclase, and proteins involved in signal pathways. To confirm the regulation of these proteins, activity assays were performed for selected enzymes. Together, our results show that physiological deterioration after harvesting is a highly regulated complex process involving proteins that are potential candidates for biotechnology approaches to reduce such deterioration. © 2011 The Authors. The Plant Journal © 2011 Blackwell Publishing Ltd.

A Laboratory Program for Bioinorganic Chemistry

ERIC Educational Resources Information Center

Ochiai, Ei-ichiro

1973-01-01

Outlines a laboratory course entitled Inorganic Chemistry for Biological Sciences'' which is designed primarily for juniors in biochemistry, physiology, and soil sciences. Inclusion of relevant environmental topics is indicated. (CC)

High School Biology: The Early Years.

ERIC Educational Resources Information Center

Rosenthal, Dorothy B.; Bybee, Rodger W.

1988-01-01

Discusses the emergence of the biology curriculum which replaced physiology, zoology, and botany in high school science courses and supplanted an early form of general science known as natural history. (RT)

Parental academic involvement in adolescence, academic achievement over the life course and allostatic load in middle age: a prospective population-based cohort study.

PubMed

Westerlund, Hugo; Gustafsson, Per E; Theorell, Töres; Janlert, Urban; Hammarström, Anne

2013-06-01

Parental involvement in their children's studies, particularly in terms of academic socialisation, has been shown to predict academic achievement, and is thus a candidate modifiable factor influencing life course socioeconomic circumstances. Socioeconomic disadvantage is thought to impact on health over the life course partly by allostatic load, that is, cumulative biological risk. We sought to elucidate the role of parental involvement at age 16 on the life course development of allostatic load. In a population-based cohort (365 women and 352 men, 67% of the eligible participants), we examined the association between parental involvement in their offspring's studies, measured by teacher and pupil ratings at age 16 and an allostatic load index summarising 12 physiological risk markers at age 43. Mediation through life course academic and occupational achievement was assessed by entering school grades, adult educational achievement and socioeconomic position at age 43 in a linear regression analysis in a stepwise manner and testing for mediation. Parental interest in their offspring's studies during the last year of compulsory school-rather than the parent's social class or availability of practical academic support-was found to predict adult allostatic load (β=-0.12, 95% CI -0.20 to -0.05). Further adjustments indicated that academic achievement over the life course mediated a large part of the effect of parental interest on allostatic load. Parental interest in their offspring's studies may have protective effects by decreasing the likelihood of a chain of risk involving low academic achievement, low socioeconomic position and high accumulated physiological stress.

The effect of active learning on college students' achievement, motivation, and self-efficacy in a human physiology course for non-majors

NASA Astrophysics Data System (ADS)

Wilke, Roger Russell

2000-10-01

This study investigated the effects active learning strategies had on college students' achievement, motivation, and self-efficacy, in a human physiology course for non-majors. A continuum-based active learning instructional model was implemented over the course of a semester to assess the effects on the variables and specific student outcomes of learning mentioned above. In addition analyses were conducted to explore what learner characteristics contributed to the successful implementation of the model such as students' gender, classification, major, grade point average, ACT and SAT scores, motivation, and self-efficacy. A quasi-experimental, Solomon-4 Group design was undertaken on 171 students in a small west-Texas university. Treatment groups were taught using the model while controls were taught using traditional lecture methods. Students were administered a comprehensive physiology content exam, sections of the Motivated Strategies for Learning Questionnaire, and attitude surveys to assess the effects of the continuum-based active learning strategies. Factorial analyses indicated the treatment group acquired significantly more content knowledge and were significantly more self-efficacious than students in the control group. There were no significant differences in motivation. Factorial and modified regression analyses in the aptitude by treatment interaction exploration determined that males in the treatment group performed significantly better on the comprehensive physiology content exam versus males in the control group. While females performed better overall than males, there were no significant differences in achievement between females in the treatment group and those in the control. No significant interactions were found for the other learner characteristics. The results also indicated that students' general cognitive ability as measured by their grade point average, ACT, and SAT scores and their self-efficacy contributed significantly to their achievement. Attitude surveys indicated that students in both the treatment and control groups demonstrated a positive attitude toward active learning, believed it helped them to learn the material, and would choose an active learning course in the future if given the opportunity. This study demonstrated that continuum-based active learning strategies used in this context, improved students' content acquisition and self-efficacy and had wide applicability with a number of learner characteristics.

Ulrich C. Luft and physiology on Nanga Parbat: the winds of war.

PubMed

Rodway, George W

2009-01-01

Rodway, George W. Ulrich C. Luft and physiology on Nanga Parbat: the winds of war. High Alt. Med. Biol. 10:89-96, 2009.-Ulrich Cameron Luft (1910-1991) is a significant figure in the annals of high altitude physiology and medicine. He combined a passionate interest in mountaineering with an equally passionate interest in human physiology at a pivotal time in modern history. His involvement in the 1937 and 1938 German Nanga Parbat expeditions as mountaineer and scientist set the stage for his subsequent work in aviation physiology carried out in Germany and then later in America when aerospace medicine was emerging as a specialty. His postwar career as a scientist and educator was equally distinguished by virtue of the large numbers of young scientists he trained and his contributions to aerospace medicine over the course of several decades.

Teaching about Water Relations in Plant Cells: An Uneasy Struggle.

PubMed

Malińska, Lilianna; Rybska, Eliza; Sobieszczuk-Nowicka, Ewa; Adamiec, Małgorzata

University students often struggle to understand the role of water in plant cells. In particular, osmosis and plasmolysis appear to be challenging topics. This study attempted to identify student difficulties (including misconceptions) concerning osmosis and plasmolysis and examined to what extent the difficulties could be revised during a plant physiology course. A questionnaire was developed to monitor university students' conceptual knowledge before and after a course, and both qualitative and quantitative data were obtained. The data were analyzed using the constant comparison technique and descriptive statistics. Students were found to come to university with many misconceptions that had accumulated during their education. These misconceptions are extremely difficult to change during the traditional course, which comprises lectures and practical exercises. Students' misconceptions originate from commonly used sources such as textbooks, which are perceived as being reliable. Effective teaching of water relations in plant cells could include such didactic methods as "questioning the author," which allow teachers to monitor students' knowledge and help students acquire a more scientific understanding of key concepts. © 2016 L. Malińska et al. CBE—Life Sciences Education © 2016 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

Elucidating dynamic metabolic physiology through network integration of quantitative time-course metabolomics

DOE PAGES

Bordbar, Aarash; Yurkovich, James T.; Paglia, Giuseppe; ...

2017-04-07

In this study, the increasing availability of metabolomics data necessitates novel methods for deeper data analysis and interpretation. We present a flux balance analysis method that allows for the computation of dynamic intracellular metabolic changes at the cellular scale through integration of time-course absolute quantitative metabolomics. This approach, termed “unsteady-state flux balance analysis” (uFBA), is applied to four cellular systems: three dynamic and one steady-state as a negative control. uFBA and FBA predictions are contrasted, and uFBA is found to be more accurate in predicting dynamic metabolic flux states for red blood cells, platelets, and Saccharomyces cerevisiae. Notably, only uFBAmore » predicts that stored red blood cells metabolize TCA intermediates to regenerate important cofactors, such as ATP, NADH, and NADPH. These pathway usage predictions were subsequently validated through 13C isotopic labeling and metabolic flux analysis in stored red blood cells. Utilizing time-course metabolomics data, uFBA provides an accurate method to predict metabolic physiology at the cellular scale for dynamic systems.« less

Elucidating dynamic metabolic physiology through network integration of quantitative time-course metabolomics

DOE Office of Scientific and Technical Information (OSTI.GOV)

Bordbar, Aarash; Yurkovich, James T.; Paglia, Giuseppe

In this study, the increasing availability of metabolomics data necessitates novel methods for deeper data analysis and interpretation. We present a flux balance analysis method that allows for the computation of dynamic intracellular metabolic changes at the cellular scale through integration of time-course absolute quantitative metabolomics. This approach, termed “unsteady-state flux balance analysis” (uFBA), is applied to four cellular systems: three dynamic and one steady-state as a negative control. uFBA and FBA predictions are contrasted, and uFBA is found to be more accurate in predicting dynamic metabolic flux states for red blood cells, platelets, and Saccharomyces cerevisiae. Notably, only uFBAmore » predicts that stored red blood cells metabolize TCA intermediates to regenerate important cofactors, such as ATP, NADH, and NADPH. These pathway usage predictions were subsequently validated through 13C isotopic labeling and metabolic flux analysis in stored red blood cells. Utilizing time-course metabolomics data, uFBA provides an accurate method to predict metabolic physiology at the cellular scale for dynamic systems.« less

[Mycology at the Institute of Microbiology, Russian Academy of Sciences: history and prospects for the future].

PubMed

Feofilova, E P

2004-01-01

This review deals with the historical development of mycology at the Winogradsky Institute of Microbiology (Russian Academy of Sciences). Starting from the works of Academician G.A. Nadson, the review considers from the historical perspective the main achievements of the researchers of the Institute in the field of mycology, including such important subfields as the cytology, genetics, physiology, and biochemistry of mycelial fungi and yeast. The review concerns itself with the major theoretical ideas generated by the team of the Laboratory of Experimental Mycology in the course of their studies of micro- and macromycetes. Special attention is also given to recent developments in biotechnology and medicine, including the development of new drug preparations from biologically active substances of fungi.

Calibration and validation of a physiologically based model for soman intoxication in the rat, marmoset, guinea pig and pig.

PubMed

Chen, Kaizhen; Seng, Kok-Yong

2012-09-01

A physiologically based pharmacokinetic and pharmacodynamic (PBPK/PD) model has been developed for low, medium and high levels of soman intoxication in the rat, marmoset, guinea pig and pig. The primary objective of this model was to describe the pharmacokinetics of soman after intravenous, intramuscular and subcutaneous administration in the rat, marmoset, guinea pig, and pig as well as its subsequent pharmacodynamic effects on blood acetylcholinesterase (AChE) levels, relating dosimetry to physiological response. The reactions modelled in each physiologically realistic compartment are: (1) partitioning of C(±)P(±) soman from the blood into the tissue; (2) inhibition of AChE and carboxylesterase (CaE) by soman; (3) elimination of soman by enzymatic hydrolysis; (4) de novo synthesis and degradation of AChE and CaE; and (5) aging of AChE-soman and CaE-soman complexes. The model was first calibrated for the rat, then extrapolated for validation in the marmoset, guinea pig and pig. Adequate fits to experimental data on the time course of soman pharmacokinetics and AChE inhibition were achieved in the mammalian models. In conclusion, the present model adequately predicts the dose-response relationship resulting from soman intoxication and can potentially be applied to predict soman pharmacokinetics and pharmacodynamics in other species, including human. Copyright © 2011 John Wiley & Sons, Ltd.

[Current status and problems of regional maternal and child health education in the curriculum of midwifery education].

PubMed

Murayama, I

1989-01-01

According to the evaluations made by medical Technical Junior Colleges in Japan, general objectives in midwifery education are met, but their curriculum does not cater to each region's health care needs sufficiently. Japanese midwifery students can either attend a 6 month training program offered at 80 different locations, or enroll in a 1 year special-major program at one of the 10 Medical Technical Junior Colleges affiliated with National Universities. According to the curriculum revised in 1971, midwifery students are required to take the following courses and hours in 6 months. Intro. to Maternal and Child Health (15 hours), Maternal and Child Health Medicine (60 hours), Lecture on Midwifery (105 hrs), Practice in Midwifery (135 hrs), Midwifery Business Administration (60 hrs), Maternal and Child Health Administration including internship (225 hrs), Regional Maternal and Child Health including internship (105 hrs) and Family Sociology (15 hours). Regional Maternal and Child Health course (RMCH) is effectively taught only if all the maternal and child health courses and lecture on midwifery are taken beforehand. Objectives for RMCH course are becoming able to assess the state of maternal and child health care in the region and give constructive criticism and suggestions for improvement including legal aspects, acquiring positive attitudes and necessary skills for advancing and having understanding of regional health care and that of midwives' role of it. While the curriculum prepares the students for meeting the patients' physical needs, the students are not ready to cope with their psychological and socio-physiological problems surrounding individuals, families and communities. Changes and diversification of regional communities should be taken into consideration also in the curriculum. Increase in nuclear families, increase in working wives, isolation and/or over-crowding of high rise apartment living are some of the examples. Midwifery activity is also expected to expand to include care for puberty and menopausal population.

KENNEDY SPACE CENTER, FLA. - The second International Microgravity Laboratory-2 (IML-2) is off to an ontime start as the Space Shuttle Columbia lifts off from Launch Pad 39A at 12:43:00 p.m. EDT. On board are a crew of seven and more than 80 investigations developed by more than 200 scientists from 13 countries. The IML-2 complement includes materials science, bioprocessing, space and radiation biology, and human physiology experiments that will be carried out over the course of the 14-day flight. The commander of Space Shuttle Mission STS-65 is Robert D. Cabana. James D. Halsell Jr. is the pilot; the payload commander is Richard J. Hieb; the three mission specialists are Carl E. Walz, Leroy Chiao and Donald A. Thomas. Dr. Chiaki Mukai, representing NASDA, the National Space Development Agency of Japan, is the payload specialist. Mukai becomes the first Japanese woman to fly into space.

NASA Image and Video Library

1994-07-08

KENNEDY SPACE CENTER, FLA. - The second International Microgravity Laboratory-2 (IML-2) is off to an ontime start as the Space Shuttle Columbia lifts off from Launch Pad 39A at 12:43:00 p.m. EDT. On board are a crew of seven and more than 80 investigations developed by more than 200 scientists from 13 countries. The IML-2 complement includes materials science, bioprocessing, space and radiation biology, and human physiology experiments that will be carried out over the course of the 14-day flight. The commander of Space Shuttle Mission STS-65 is Robert D. Cabana. James D. Halsell Jr. is the pilot; the payload commander is Richard J. Hieb; the three mission specialists are Carl E. Walz, Leroy Chiao and Donald A. Thomas. Dr. Chiaki Mukai, representing NASDA, the National Space Development Agency of Japan, is the payload specialist. Mukai becomes the first Japanese woman to fly into space.

Processing Waveforms as Trees for Pattern Recognition.

DTIC Science & Technology

1986-05-01

Principles and Techniques- ( AAPG Course Note Series 13), Amer. Assoc. Pet. Geol., Tulsa, OK,p. 86, (1984). [15] W. F. Ganong, Review of Medical Physiology. Lange, Los Altos, CA. pp. 393-408, (1973). /

Predicting the Longitudinal Course of Marriages.

ERIC Educational Resources Information Center

Gottman, John M.

1991-01-01

Reviews studies which indicated physiological arousal, particularly of husband, as well as husband's stonewalling and the wife's verbal expressions of contempt, predicted longitudinal deterioration of marital satisfaction. Presents stages of disengagement and emotional withdrawal. (ABL)

21 CFR 201.129 - Drugs; exemption for radioactive drugs for research use.

Code of Federal Regulations, 2011 CFR

2011-04-01

... to human research subjects during the course of a research project intended to obtain basic research... labeled drug or regarding human physiology, pathophysiology, or biochemistry (but not intended for...

An assessment of non-stationarity in physiological cognitive state assessment using artificial neural networks.

PubMed

Estepp, Justin R; Klosterman, Samantha L; Christensen, James C

2011-01-01

With increased attention toward physiological cognitive state assessment as a component in the larger field of applied neuroscience, the need to develop methods for robust, stable assessment of cognitive state has been expressed as critical to designing effective augmented human-machine systems. The technique of cognitive state assessment, as well as its benefits, has been demonstrated by many research groups. In an effort to move closer toward a realized system, efforts must now be focused on critical issues that remain unsolved, namely instability of pattern classifiers over the course of hours and days. This work, as part of the Cognitive State Assessment Competition 2011, seeks to explore methods for 'learning' non-stationarity as a mitigation for more generalized patterns that are stable over time courses that are not widely discussed in the literature.

Estructura y Funcionamiento del Cuerpo Humano. Prontuario. Guia del Maestro. Documento de Trabajo (Structure and Function of the Human Body. Handbook and Teacher's Guide. Working Document).

ERIC Educational Resources Information Center

Puerto Rico State Dept. of Education, Hato Rey. Area for Vocational and Technical Education.

This handbook and teacher's guide are for a 37-week course on the human body, intended for secondary or postsecondary students in allied health occupations. The syllabus lists general objectives and the number of hours and weeks devoted to each unit. A course outline is provided for five units: anatomy and physiology terminology; general…

Specific aspects of contemporary triathlon: implications for physiological analysis and performance.

PubMed

Bentley, David J; Millet, Grégoire P; Vleck, Verónica E; McNaughton, Lars R

2002-01-01

Triathlon competitions are performed over markedly different distances and under a variety of technical constraints. In 'standard-distance' triathlons involving 1.5km swim, 40km cycling and 10km running, a World Cup series as well as a World Championship race is available for 'elite' competitors. In contrast, 'age-group' triathletes may compete in 5-year age categories at a World Championship level, but not against the elite competitors. The difference between elite and age-group races is that during the cycle stage elite competitors may 'draft' or cycle in a sheltered position; age-group athletes complete the cycle stage as an individual time trial. Within triathlons there are a number of specific aspects that make the physiological demands different from the individual sports of swimming, cycling and running. The physiological demands of the cycle stage in elite races may also differ compared with the age-group format. This in turn may influence performance during the cycle leg and subsequent running stage. Wetsuit use and drafting during swimming (in both elite and age-group races) result in improved buoyancy and a reduction in frontal resistance, respectively. Both of these factors will result in improved performance and efficiency relative to normal pool-based swimming efforts. Overall cycling performance after swimming in a triathlon is not typically affected. However, it is possible that during the initial stages of the cycle leg the ability of an athlete to generate the high power outputs necessary for tactical position changes may be impeded. Drafting during cycling results in a reduction in frontal resistance and reduced energy cost at a given submaximal intensity. The reduced energy expenditure during the cycle stage results in an improvement in running, so an athlete may exercise at a higher percentage of maximal oxygen uptake. In elite triathlon races, the cycle courses offer specific physiological demands that may result in different fatigue responses when compared with standard time-trial courses. Furthermore, it is possible that different physical and physiological characteristics may make some athletes more suited to races where the cycle course is either flat or has undulating sections. An athlete's ability to perform running activity after cycling, during a triathlon, may be influenced by the pedalling frequency and also the physiological demands of the cycle stage. The technical features of elite and age-group triathlons together with the physiological demands of longer distance events should be considered in experimental design, training practice and also performance diagnosis of triathletes.

Intrinsic optical signal imaging of glucose-stimulated physiological responses in the insulin secreting INS-1 β-cell line

NASA Astrophysics Data System (ADS)

Li, Yi-Chao; Cui, Wan-Xing; Wang, Xu-Jing; Amthor, Franklin; Yao, Xin-Cheng

2011-03-01

Intrinsic optical signal (IOS) imaging has been established for noninvasive monitoring of stimulus-evoked physiological responses in the retina and other neural tissues. Recently, we extended the IOS imaging technology for functional evaluation of insulin secreting INS-1 cells. INS-1 cells provide a popular model for investigating β-cell dysfunction and diabetes. Our experiments indicate that IOS imaging allows simultaneous monitoring of glucose-stimulated physiological responses in multiple cells with high spatial (sub-cellular) and temporal (sub-second) resolution. Rapid image sequences reveal transient optical responses that have time courses comparable to glucose-evoked β-cell electrical activities.

Spectral EEG Features of a Short Psycho-physiological Relaxation

NASA Astrophysics Data System (ADS)

Teplan, Michal; Krakovská, Anna; Špajdel, Marián

2014-08-01

Short-lasting psycho-physiological relaxation was investigated through an analysis of its bipolar electroencephalographic (EEG) characteristics. In 8 subjects, 6-channel EEG data of 3-minute duration were recorded during 88 relaxation sessions. Time course of spectral EEG features was examined. Alpha powers were decreasing during resting conditions of 3-minute sessions in lying position with eyes closed. This was followed by a decrease of total power in centro-parietal cortex regions and an increase of beta power in fronto-central areas. Represented by EEG coherences the interhemispheric communication between the parieto-occipital regions was enhanced within a frequency range of 2-10 Hz. In order to discern between higher and lower levels of relaxation distinguished according to self-rated satisfaction, EEG features were assessed and discriminating parameters were identified. Successful relaxation was determined mainly by the presence of decreased delta-1 power across the cortex. Potential applications for these findings include the clinical, pharmacological, and stress management fields.

But science is international! Finding time and space to encourage intercultural learning in a content-driven physiology unit

PubMed Central

2014-01-01

Internationalization of the curriculum is central to the strategic direction of many modern universities and has widespread benefits for student learning. However, these clear aspirations for internationalization of the curriculum have not been widely translated into more internationalized course content and teaching methods in the classroom, particularly in scientific disciplines. This study addressed one major challenge to promoting intercultural competence among undergraduate science students: finding time to scaffold such learning within the context of content-heavy, time-poor units. Small changes to enhance global and intercultural awareness were incorporated into existing assessments and teaching activities within a second-year biomedical physiology unit. Interventions were designed to start a conversation about global and intercultural perspectives on physiology, to embed the development of global awareness into the assessment and to promote cultural exchanges through peer interactions. In student surveys, 40% of domestic and 60% of international student respondents articulated specific learning about interactions in cross-cultural groups resulting from unit activities. Many students also identified specific examples of how cultural beliefs would impact on the place of biomedical physiology within the global community. In addition, staff observed more widespread benefits for student engagement and learning. It is concluded that a significant development of intercultural awareness and a more global perspective on scientific understanding can be supported among undergraduates with relatively modest, easy to implement adaptations to course content. PMID:25039086

A fractionation of the physiological burden of the personal protective equipment worn by firefighters.

PubMed

Taylor, Nigel A S; Lewis, Michael C; Notley, Sean R; Peoples, Gregory E

2012-08-01

Load carriage increases physiological strain, reduces work capacity and elevates the risk of work-related injury. In this project, the separate and combined physiological consequences of wearing the personal protective equipment used by firefighters were evaluated. The overall impact upon performance was first measured in 20 subjects during a maximal, job-related obstacle course trial and an incremental treadmill test to exhaustion (with and without protective equipment). The fractional contributions of the thermal protective clothing, helmet, breathing apparatus and boots were then separately determined during steady-state walking (4.8 km h(-1), 0% gradient) and bench stepping (20 cm at 40 steps min(-1)). The protective equipment reduced exercise tolerance by 56% on a treadmill, with the ambulatory oxygen consumption reserve (peak minus steady-state walking) being 31% lower. For the obstacle course, performance declined by 27%. Under steady-state conditions, the footwear exerted the greatest relative metabolic impact during walking and bench stepping, being 8.7 and 6.4 times greater per unit mass than the breathing apparatus. Indeed, the relative influence of the clothing on oxygen cost was at least three times that of the breathing apparatus. Therefore, the most efficient way to reduce the physiological burden of firefighters' protective equipment, and thereby increase safety, would be to reduce the mass of the boots and thermal protective clothing.

But science is international! Finding time and space to encourage intercultural learning in a content-driven physiology unit.

PubMed

Etherington, Sarah J

2014-06-01

Internationalization of the curriculum is central to the strategic direction of many modern universities and has widespread benefits for student learning. However, these clear aspirations for internationalization of the curriculum have not been widely translated into more internationalized course content and teaching methods in the classroom, particularly in scientific disciplines. This study addressed one major challenge to promoting intercultural competence among undergraduate science students: finding time to scaffold such learning within the context of content-heavy, time-poor units. Small changes to enhance global and intercultural awareness were incorporated into existing assessments and teaching activities within a second-year biomedical physiology unit. Interventions were designed to start a conversation about global and intercultural perspectives on physiology, to embed the development of global awareness into the assessment and to promote cultural exchanges through peer interactions. In student surveys, 40% of domestic and 60% of international student respondents articulated specific learning about interactions in cross-cultural groups resulting from unit activities. Many students also identified specific examples of how cultural beliefs would impact on the place of biomedical physiology within the global community. In addition, staff observed more widespread benefits for student engagement and learning. It is concluded that a significant development of intercultural awareness and a more global perspective on scientific understanding can be supported among undergraduates with relatively modest, easy to implement adaptations to course content.

Evaluating learning among undergraduate medical students in schools with traditional and problem-based curricula.

PubMed

Meo, Sultan Ayoub

2013-09-01

This study aimed to assess knowledge and skills in a respiratory physiology course in traditional versus problem-based learning (PBL) groups in two different medical schools. Two different undergraduate medical schools were selected for this study. The first medical school followed the traditional [lecture-based learning (LBL)] curriculum, and the second medical school followed the PBL curriculum. Sixty first-year male medical students (30 students from each medical school) volunteered; they were apparently healthy and of the same age, sex, nationality, and regional and cultural background. Students were taught respiratory physiology according to their curriculum for a period of 2 wk. At the completion of the study period, knowledge was measured based on a single best multiple-choice question examination, and skill was measured based on the objective structured practical examination in the lung function laboratory (respiratory physiology). A Student's t-test was applied for the analysis of the data, and the level of significance was set at P < 0.05. Students belonging to the PBL curriculum obtained a higher score in the multiple-choice question examination (P = 0.001) and objective structured practical examination (P = 0.0001) compared with traditional (LBL) students. Students in the PBL group obtained significantly higher knowledge and skill scores in the respiratory physiology course compared with students in the traditional (LBL) style of medical schools.

Podiatric Medical Education: A Review.

ERIC Educational Resources Information Center

Pollock, George P.

1980-01-01

The basic curricular structure and courses deemed necessary to podiatric medical education are outlined and their rationale explained. Specialties appropriate to podiatric practice, such as electrophysiology and cardiovascular physiology, are noted, and the sequence of coursework suggested. (MSE)

Development and Assessment of a Horizontally Integrated Biological Sciences Course Sequence for Pharmacy Education

PubMed Central

Wright, Nicholas J.D.; Alston, Gregory L.

2015-01-01

Objective. To design and assess a horizontally integrated biological sciences course sequence and to determine its effectiveness in imparting the foundational science knowledge necessary to successfully progress through the pharmacy school curriculum and produce competent pharmacy school graduates. Design. A 2-semester course sequence integrated principles from several basic science disciplines: biochemistry, molecular biology, cellular biology, anatomy, physiology, and pathophysiology. Each is a 5-credit course taught 5 days per week, with 50-minute class periods. Assessment. Achievement of outcomes was determined with course examinations, student lecture, and an annual skills mastery assessment. The North American Pharmacist Licensure Examination (NAPLEX) results were used as an indicator of competency to practice pharmacy. Conclusion. Students achieved course objectives and program level outcomes. The biological sciences integrated course sequence was successful in providing students with foundational basic science knowledge required to progress through the pharmacy program and to pass the NAPLEX. The percentage of the school’s students who passed the NAPLEX was not statistically different from the national percentage. PMID:26430276

Correlation between musical aptitude and learning foreign languages: an epidemiological study in secondary school Italian students

PubMed Central

PICCIOTTI, P.M.; BUSSU, F.; CALò, L.; GALLUS, R.; SCARANO, E.; DI CINTIO, G.; CASSARÀ, F.; D’ALATRI, L.

2018-01-01

SUMMARY The aim of this study was to assess if a correlation exists between language learning skills and musical aptitude through the analysis of scholarly outcomes concerning the study of foreign languages and music. We enrolled 502 students from a secondary Italian school (10-14 years old), attending both traditional courses (2 hours/week of music classes scheduled) and special courses (six hours). For statistical analysis, we considered grades in English, French and Music. Our results showed a significant correlation between grades in the two foreign languages and in music, both in the traditional courses and in special courses, and better results in French than for special courses. These results are discussed and interpreted through the literature about neuroanatomical and physiological mechanisms of foreign language learning and music perception. PMID:29756615

Best practices for learning physiology: combining classroom and online methods.

PubMed

Anderson, Lisa C; Krichbaum, Kathleen E

2017-09-01

Physiology is a requisite course for many professional allied health programs and is a foundational science for learning pathophysiology, health assessment, and pharmacology. Given the demand for online learning in the health sciences, it is important to evaluate the efficacy of online and in-class teaching methods, especially as they are combined to form hybrid courses. The purpose of this study was to compare two hybrid physiology sections in which one section was offered mostly in-class (85% in-class), and the other section was offered mostly online (85% online). The two sections in 2 yr ( year 1 and year 2 ) were compared in terms of knowledge of physiology measured in exam scores and pretest-posttest improvement, and in measures of student satisfaction with teaching. In year 1 , there were some differences on individual exam scores between the two sections, but no significant differences in mean exam scores or in pretest-posttest improvements. However, in terms of student satisfaction, the mostly in-class students in year 1 rated the instructor significantly higher than did the mostly online students. Comparisons between in-class and online students in the year 2 cohort yielded data that showed that mean exam scores were not statistically different, but pre-post changes were significantly greater in the mostly online section; student satisfaction among mostly online students also improved significantly. Education researchers must investigate effective combinations of in-class and online methods for student learning outcomes, while maintaining the flexibility and convenience that online methods provide. Copyright © 2017 the American Physiological Society.

Student failures on first-year medical basic science courses and the USMLE step 1: a retrospective study over a 20-year period.

PubMed

Burns, E Robert; Garrett, Judy

2015-01-01

Correlates of achievement in the basic science years in medical school and on the Step 1 of the United States Medical Licensing Examination® (USMLE®), (Step 1) in relation to preadmission variables have been the subject of considerable study. Preadmissions variables such as the undergraduate grade point average (uGPA) and Medical College Admission Test® (MCAT®) scores, solely or in combination, have previously been found to be predictors of achievement in the basic science years and/or on the Step 1. The purposes of this retrospective study were to: (1) determine if our statistical analysis confirmed previously published relationships between preadmission variables (MCAT, uGPA, and applicant pool size), and (2) study correlates of the number of failures in five M1 courses with those preadmission variables and failures on Step 1. Statistical analysis confirmed previously published relationships between all preadmission variables. Only one course, Microscopic Anatomy, demonstrated significant correlations with all variables studied including the Step 1 failures. Physiology correlated with three of the four variables studied, but not with the Step 1 failures. Analyses such as these provide a tool by which administrators will be able to identify what courses are or are not responding in appropriate ways to changes in the preadmissions variables that signal student performance on the Step 1. © 2014 American Association of Anatomists.

Time Course of Physiological and Psychological Responses in Humans during a 20-Day Severe-Cold–Acclimation Programme

PubMed Central

Brazaitis, Marius; Eimantas, Nerijus; Daniuseviciute, Laura; Baranauskiene, Neringa; Skrodeniene, Erika; Skurvydas, Albertas

2014-01-01

The time course of physiological and psychological markers during cold acclimation (CA) was explored. The experiment included 17 controlled (i.e., until the rectal temperature reached 35.5°C or 170 min had elapsed; for the CA-17 session, the subjects (n = 14) were immersed in water for the same amount of time as that used in the CA-1 session) head-out water immersions at a temperature of 14°C over 20 days. The data obtained in this study suggest that the subjects exhibited a thermoregulatory shift from peripheral-to-central to solely central input thermoregulation, as well as from shivering to non-shivering thermogenesis throughout the CA. In the first six CA sessions, a hypothermic type of acclimation was found; further CA (CA-7 to CA-16) led to a transitional shift to a hypothermic–insulative type of acclimation. Interestingly, when the subjects were immersed in water for the same time as that used in the CA-1 session (CA-17), the CA led to a hypothermic type of acclimation. The presence of a metabolic type of thermogenesis was evident only under thermoneutral conditions. Cold-water immersion decreased the concentration of cold-stress markers, reduced the activity of the innate immune system, suppressed specific immunity to a lesser degree and yielded less discomfort and cold sensation. We found a negative correlation between body mass index and Δ metabolic heat production before and after CA. PMID:24722189

Interactive knowledge networks for interdisciplinary course navigation within Moodle.

PubMed

Scherl, Andre; Dethleffsen, Kathrin; Meyer, Michael

2012-12-01

Web-based hypermedia learning environments are widely used in modern education and seem particularly well suited for interdisciplinary learning. Previous work has identified guidance through these complex environments as a crucial problem of their acceptance and efficiency. We reasoned that map-based navigation might provide straightforward and effortless orientation. To achieve this, we developed a clickable and user-oriented concept map-based navigation plugin. This tool is implemented as an extension of Moodle, a widely used learning management system. It visualizes inner and interdisciplinary relations between learning objects and is generated dynamically depending on user set parameters and interactions. This plugin leaves the choice of navigation type to the user and supports direct guidance. Previously developed and evaluated face-to-face interdisciplinary learning materials bridging physiology and physics courses of a medical curriculum were integrated as learning objects, the relations of which were defined by metadata. Learning objects included text pages, self-assessments, videos, animations, and simulations. In a field study, we analyzed the effects of this learning environment on physiology and physics knowledge as well as the transfer ability of third-term medical students. Data were generated from pre- and posttest questionnaires and from tracking student navigation. Use of the hypermedia environment resulted in a significant increase of knowledge and transfer capability. Furthermore, the efficiency of learning was enhanced. We conclude that hypermedia environments based on Moodle and enriched by concept map-based navigation tools can significantly support interdisciplinary learning. Implementation of adaptivity may further strengthen this approach.

['Anatomia actuosa et apta'. The mechanist 'proto'-physiology of B.S. Albinus].

PubMed

van der Korst, J K

1993-01-01

Already during his tenure as professor of anatomy and surgery (1721-1746) and before he became a professor of physiology and medicine at the University of Leiden, Bernard Siegfried Albinus held private lecture courses on physiology. In these lectures he pleaded for a separation of physiology from theoretical medicine, which was still its customary place in the medical curriculum of the first half of the eighteenth century. According to Albinus, physiology was a science in its own right and should be solely based on the careful observation of forms and structures of the human body. From the 'fabrica', the function ('aptitudo') could be derived by careful reasoning. As shown by a set of lecture notes, which recently came to light, Albinus adhered, initially, to a strictly mechanistic explanatory model, which was almost completely based on the physiological concepts of Herman Boerhaave. However, in contrast to the latter, he even rejected the involvement of chemical processes in digestion. Although his lectures were highly acclaimed as demonstrations of minute anatomy, Albinus met with little or no direct response in regard to his concept of physiology.

Cognitive Collaboration Found in Cardiac Physiology: Study in Classroom Environment

PubMed Central

Cowley, Benjamin; Torniainen, Jari; Ukkonen, Antti; Vihavainen, Arto; Puolamäki, Kai

2016-01-01

It is known that periods of intense social interaction result in shared patterns in collaborators’ physiological signals. However, applied quantitative research on collaboration is hindered due to scarcity of objective metrics of teamwork effectiveness. Indeed, especially in the domain of productive, ecologically-valid activity such as programming, there is a lack of evidence for the most effective, affordable and reliable measures of collaboration quality. In this study we investigate synchrony in physiological signals between collaborating computer science students performing pair-programming exercises in a class room environment. We recorded electrocardiography over the course of a 60 minute programming session, using lightweight physiological sensors. We employ correlation of heart-rate variability features to study social psychophysiological compliance of the collaborating students. We found evident physiological compliance in collaborating dyads’ heart-rate variability signals. Furthermore, dyads’ self-reported workload was associated with the physiological compliance. Our results show viability of a novel approach to field measurement using lightweight devices in an uncontrolled environment, and suggest that self-reported collaboration quality can be assessed via physiological signals. PMID:27416036

A Martian Chronicle.

ERIC Educational Resources Information Center

Craig, Doug

1990-01-01

The development of a spaceflight simulation program as part of a research and development course is described. Topics such as space exploration, design, propulsion, aerodynamics of space craft, robotics, communication, construction, medicine, lasers, hydroponics, geology, chemistry, and space physiology are emphasized. (KR)

PhysioPursuit: A Trivia-Type Game for the Classroom.

ERIC Educational Resources Information Center

Ackil, James E.

1986-01-01

A classroom game, based on a trivia-type game format, to help students prepare for the cumulative final exam in a physiological psychology course is presented. Details of game construction and play are described. (Author)

Demonstrating the Effects of Light Quality on Plant Growth.

ERIC Educational Resources Information Center

Whitesell, J. H.; Garcia, Maria

1977-01-01

Describes a lab demonstration that illustrates the effect of different colors or wavelengths of visible light on plant growth and development. This demonstration is appropriate for use in college biology, botany, or plant physiology courses. (HM)

Effect of delta sleep-inducing peptide on the expression of antioxidant enzyme genes in the brain and blood of rats during physiological aging.

PubMed

Kutilin, D S; Bondarenko, T I; Kornienko, I V; Mikhaleva, I I

2014-09-01

Subcutaneous injections of exogenous delta sleep-inducing peptide in a dose of 100 μg/kg (monthly, 5-day courses) to rats of various age groups (2-24 months) were followed by an increase in the expression of genes for SOD 1 (Sod1) and glutathione peroxidase 1 (Gpx1) in the brain and nucleated blood cells. The expression of these genes was shown to decrease during physiological aging of the body.

Technology in the teaching of neuroscience: enhanced student learning.

PubMed

Griffin, John D

2003-12-01

The primary motivation for integrating any form of education technology into a particular course or curriculum should always be to enhance student learning. However, it can be difficult to determine which technologies will be the most appropriate and effective teaching tools. Through the alignment of technology-enhanced learning experiences with a clear set of learning objectives, teaching becomes more efficient and effective and learning is truly enhanced. In this article, I describe how I have made extensive use of technology in two neuroscience courses that differ in structure and content. Course websites function as resource centers and provide a forum for student interaction. PowerPoint presentations enhance formal lectures and provide an organized outline of presented material. Some lectures are also supplemented with interactive CD-ROMs, used in the presentation of difficult physiological concepts. In addition, a computer-based physiological recording system is used in laboratory sessions, improving the hands-on experience of group learning while reinforcing the concepts of the research method. Although technology can provide powerful teaching tools, the enhancement of the learning environment is still dependent on the instructor. It is the skill and enthusiasm of the instructor that determines whether technology will be used effectively.

Puzzle-based versus traditional lecture: comparing the effects of pedagogy on academic performance in an undergraduate human anatomy and physiology II lab.

PubMed

Stetzik, Lucas; Deeter, Anthony; Parker, Jamie; Yukech, Christine

2015-06-23

A traditional lecture-based pedagogy conveys information and content while lacking sufficient development of critical thinking skills and problem solving. A puzzle-based pedagogy creates a broader contextual framework, and fosters critical thinking as well as logical reasoning skills that can then be used to improve a student's performance on content specific assessments. This paper describes a pedagogical comparison of traditional lecture-based teaching and puzzle-based teaching in a Human Anatomy and Physiology II Lab. Using a single subject/cross-over design half of the students from seven sections of the course were taught using one type of pedagogy for the first half of the semester, and then taught with a different pedagogy for the second half of the semester. The other half of the students were taught the same material but with the order of the pedagogies reversed. Students' performance on quizzes and exams specific to the course, and in-class assignments specific to this study were assessed for: learning outcomes (the ability to form the correct conclusion or recall specific information), and authentic academic performance as described by (Am J Educ 104:280-312, 1996). Our findings suggest a significant improvement in students' performance on standard course specific assessments using a puzzle-based pedagogy versus a traditional lecture-based teaching style. Quiz and test scores for students improved by 2.1 and 0.4% respectively in the puzzle-based pedagogy, versus the traditional lecture-based teaching. Additionally, the assessments of authentic academic performance may only effectively measure a broader conceptual understanding in a limited set of contexts, and not in the context of a Human Anatomy and Physiology II Lab. In conclusion, a puzzle-based pedagogy, when compared to traditional lecture-based teaching, can effectively enhance the performance of students on standard course specific assessments, even when the assessments only test a limited conceptual understanding of the material.

Population, behavioural and physiological responses of an urban population of black swans to an intense annual noise event.

PubMed

Payne, Catherine J; Jessop, Tim S; Guay, Patrick-Jean; Johnstone, Michele; Feore, Megan; Mulder, Raoul A

2012-01-01

Wild animals in urban environments are exposed to a broad range of human activities that have the potential to disturb their life history and behaviour. Wildlife responses to disturbance can range from emigration to modified behaviour, or elevated stress, but these responses are rarely evaluated in concert. We simultaneously examined population, behavioural and hormonal responses of an urban population of black swans Cygnus atratus before, during and after an annual disturbance event involving large crowds and intense noise, the Australian Formula One Grand Prix. Black swan population numbers were lowest one week before the event and rose gradually over the course of the study, peaking after the event, suggesting that the disturbance does not trigger mass emigration. We also found no difference in the proportion of time spent on key behaviours such as locomotion, foraging, resting or self-maintenance over the course of the study. However, basal and capture stress-induced corticosterone levels showed significant variation, consistent with a modest physiological response. Basal plasma corticosterone levels were highest before the event and decreased over the course of the study. Capture-induced stress levels peaked during the Grand Prix and then also declined over the remainder of the study. Our results suggest that even intensely noisy and apparently disruptive events may have relatively low measurable short-term impact on population numbers, behaviour or physiology in urban populations with apparently high tolerance to anthropogenic disturbance. Nevertheless, the potential long-term impact of such disturbance on reproductive success, individual fitness and population health will need to be carefully evaluated.

Population, Behavioural and Physiological Responses of an Urban Population of Black Swans to an Intense Annual Noise Event

PubMed Central

Payne, Catherine J.; Jessop, Tim S.; Guay, Patrick-Jean; Johnstone, Michele; Feore, Megan; Mulder, Raoul A.

2012-01-01

Wild animals in urban environments are exposed to a broad range of human activities that have the potential to disturb their life history and behaviour. Wildlife responses to disturbance can range from emigration to modified behaviour, or elevated stress, but these responses are rarely evaluated in concert. We simultaneously examined population, behavioural and hormonal responses of an urban population of black swans Cygnus atratus before, during and after an annual disturbance event involving large crowds and intense noise, the Australian Formula One Grand Prix. Black swan population numbers were lowest one week before the event and rose gradually over the course of the study, peaking after the event, suggesting that the disturbance does not trigger mass emigration. We also found no difference in the proportion of time spent on key behaviours such as locomotion, foraging, resting or self-maintenance over the course of the study. However, basal and capture stress-induced corticosterone levels showed significant variation, consistent with a modest physiological response. Basal plasma corticosterone levels were highest before the event and decreased over the course of the study. Capture-induced stress levels peaked during the Grand Prix and then also declined over the remainder of the study. Our results suggest that even intensely noisy and apparently disruptive events may have relatively low measurable short-term impact on population numbers, behaviour or physiology in urban populations with apparently high tolerance to anthropogenic disturbance. Nevertheless, the potential long-term impact of such disturbance on reproductive success, individual fitness and population health will need to be carefully evaluated. PMID:23024783

Correlation between musical aptitude and learning foreign languages: an epidemiological study in secondary school Italian students.

PubMed

Picciotti, P M; Bussu, F; Calò, L; Gallus, R; Scarano, E; DI Cintio, G; Cassarà, F; D'Alatri, L

2018-02-01

The aim of this study was to assess if a correlation exists between language learning skills and musical aptitude through the analysis of scholarly outcomes concerning the study of foreign languages and music. We enrolled 502 students from a secondary Italian school (10-14 years old), attending both traditional courses (2 hours/week of music classes scheduled) and special courses (six hours). For statistical analysis, we considered grades in English, French and Music. Our results showed a significant correlation between grades in the two foreign languages and in music, both in the traditional courses and in special courses, and better results in French than for special courses. These results are discussed and interpreted through the literature about neuroanatomical and physiological mechanisms of foreign language learning and music perception. Copyright © 2018 Società Italiana di Otorinolaringologia e Chirurgia Cervico-Facciale, Rome, Italy.

Development of Physical Employment Standards for the Royal Australian Navy: Validation of Identified Whole-of-ship Tasks

DTIC Science & Technology

2014-11-01

to determining individual CS tasks, this partially satisfied Navy’s request to quantify the physical demands of the course in order to draw parity ...will enable comparison between task demands on the course and during on-board duties. These data will be used to determine whether there is parity ...between the physical and physiological demands of the ACSC (or components of it) and CS tasks performed on-board each platform. If parity is drawn

Retrieval practice is an efficient method of enhancing the retention of anatomy and physiology information.

PubMed

Dobson, John L

2013-06-01

Although a great deal of empirical evidence has indicated that retrieval practice is an effective means of promoting learning and memory, very few studies have investigated the strategy in the context of an actual class. The primary purpose of this study was to determine if a series of very brief retrieval quizzes could significantly improve the retention of previously tested information throughout an anatomy and physiology course. A second purpose was to determine if there were any significant differences between expanding and uniform patterns of retrieval that followed a standardized initial retrieval delay. Anatomy and physiology students were assigned to either a control group or groups that were repeatedly prompted to retrieve a subset of previously tested course information via a series of quizzes that were administered on either an expanding or a uniform schedule. Each retrieval group completed a total of 10 retrieval quizzes, and the series of quizzes required (only) a total of 2 h to complete. Final retention of the exam subset material was assessed during the last week of the semester. There were no significant differences between the expanding and uniform retrieval groups, but both retained an average of 41% more of the subset material than did the control group (ANOVA, F = 129.8, P = 0.00, ηp(2) = 0.36). In conclusion, retrieval practice is a highly efficient and effective strategy for enhancing the retention of anatomy and physiology material.

PHARMACOKINETIC/PHARMACODYNAMIC MODELING OF PERMETHRIN IN THE RAT

EPA Science Inventory

A physiologically-based pharmacokinetic (PBPK) model was used to describe pharmacokinetics of permethrin and calibrated using experimental data on the concentration time-course of cis- and trans-permethrin in rat blood and brain tissues following oral administration...

Acting Out Muscle Contraction.

ERIC Educational Resources Information Center

Hudson, Margaret

2003-01-01

Describes a science activity that can be implemented into anatomy and physiology courses that demonstrates the interactions between action and myosin, the roles of sodium and calcium ions in the regulation of contraction, and the functions of the plasma membrane and the sarcoplasmic reticulum. (YDS)

Temporal network analysis identifies early physiological and transcriptomic indicators of mild drought in Brassica rapa

PubMed Central

Gehan, Malia A; Mockler, Todd C; Weinig, Cynthia; Ewers, Brent E

2017-01-01

The dynamics of local climates make development of agricultural strategies challenging. Yield improvement has progressed slowly, especially in drought-prone regions where annual crop production suffers from episodic aridity. Underlying drought responses are circadian and diel control of gene expression that regulate daily variations in metabolic and physiological pathways. To identify transcriptomic changes that occur in the crop Brassica rapa during initial perception of drought, we applied a co-expression network approach to associate rhythmic gene expression changes with physiological responses. Coupled analysis of transcriptome and physiological parameters over a two-day time course in control and drought-stressed plants provided temporal resolution necessary for correlation of network modules with dynamic changes in stomatal conductance, photosynthetic rate, and photosystem II efficiency. This approach enabled the identification of drought-responsive genes based on their differential rhythmic expression profiles in well-watered versus droughted networks and provided new insights into the dynamic physiological changes that occur during drought. PMID:28826479

Verbal Final Exam in Introductory Biology Yields Gains in Student Content Knowledge and Longitudinal Performance

PubMed Central

Luckie, Douglas B.; Rivkin, Aaron M.; Aubry, Jacob R.; Marengo, Benjamin J.; Creech, Leah R.; Sweeder, Ryan D.

2013-01-01

We studied gains in student learning over eight semesters in which an introductory biology course curriculum was changed to include optional verbal final exams (VFs). Students could opt to demonstrate their mastery of course material via structured oral exams with the professor. In a quantitative assessment of cell biology content knowledge, students who passed the VF outscored their peers on the medical assessment test (MAT), an exam built with 40 Medical College Admissions Test (MCAT) questions (66.4% [n = 160] and 62% [n = 285], respectively; p < 0.001);. The higher-achieving students performed better on MCAT questions in all topic categories tested; the greatest gain occurred on the topic of cellular respiration. Because the VF focused on a conceptually parallel topic, photosynthesis, there may have been authentic knowledge transfer. In longitudinal tracking studies, passing the VF also correlated with higher performance in a range of upper-level science courses, with greatest significance in physiology, biochemistry, and organic chemistry. Participation had a wide range but not equal representation in academic standing, gender, and ethnicity. Yet students nearly unanimously (92%) valued the option. Our findings suggest oral exams at the introductory level may allow instructors to assess and aid students striving to achieve higher-level learning. PMID:24006399

Verbal final exam in introductory biology yields gains in student content knowledge and longitudinal performance.

PubMed

Luckie, Douglas B; Rivkin, Aaron M; Aubry, Jacob R; Marengo, Benjamin J; Creech, Leah R; Sweeder, Ryan D

2013-01-01

We studied gains in student learning over eight semesters in which an introductory biology course curriculum was changed to include optional verbal final exams (VFs). Students could opt to demonstrate their mastery of course material via structured oral exams with the professor. In a quantitative assessment of cell biology content knowledge, students who passed the VF outscored their peers on the medical assessment test (MAT), an exam built with 40 Medical College Admissions Test (MCAT) questions (66.4% [n = 160] and 62% [n = 285], respectively; p < 0.001);. The higher-achieving students performed better on MCAT questions in all topic categories tested; the greatest gain occurred on the topic of cellular respiration. Because the VF focused on a conceptually parallel topic, photosynthesis, there may have been authentic knowledge transfer. In longitudinal tracking studies, passing the VF also correlated with higher performance in a range of upper-level science courses, with greatest significance in physiology, biochemistry, and organic chemistry. Participation had a wide range but not equal representation in academic standing, gender, and ethnicity. Yet students nearly unanimously (92%) valued the option. Our findings suggest oral exams at the introductory level may allow instructors to assess and aid students striving to achieve higher-level learning.

Evaluation of a multimedia online tool for teaching bronchial hygiene to physical therapy students.

PubMed

Silva, Cibele C B Marques da; Toledo, Sonia L P; Silveira, Paulo S P; Carvalho, Celso R F

2012-01-01

Advances in information technology have been widely used in teaching health care professionals. The use of multimedia resources may be important for clinical learning and we are not aware of previous reports using such technology in respiratory physical therapy education. Our approach was to evaluate a conventional bronchial hygiene techniques (BHTs) course with an interactive online environment, including multimedia resources. Previous developed audiovisual support material comprised: physiology, physiopathology and BHTs, accessible to students through the Internet in conjunction with BHTs classes. Two groups of students were compared and both attended regular classes: the on-line group (n=8) received access to online resources, while the control group (n=8) received conventional written material. Student's performance was evaluated before and after the course. A preliminary test (score 0 to 10) was applied before the beginning of the course, showing that the initial knowledge of both groups was comparable [online, 6.75 (SD=0.88) vs. control, 6.125 (SD=1.35); p>0.05]. Two weeks after the end of the course, a second test showed that the online group performed significantly better than the control group [respectively, 7.75 (SD=1.28) vs. 5.93 (SD=0.72); p>0.05]. The use of a multimedia online resource had a positive impact on student's learning in respiratory therapy field in which instrumental and manual resources are often used and can be explored using this technology.

The trilayer approach of teaching physiology, pathophysiology, and pharmacology concepts in a first-year pharmacy course: the TLAT model.

PubMed

Islam, Mohammed A; Sabnis, Gauri; Farris, Fred

2017-09-01

This paper describes the development, implementation, and students' perceptions of a new trilayer approach of teaching (TLAT). The TLAT model involved blending lecture, in-class group activities, and out-of-class assignments on selected content areas and was implemented initially in a first-year integrated pharmacy course. Course contents were either delivered by traditional lectures or by the TLAT. A survey instrument was distributed by SurveyMonkey to determine students' perceptions of the TLAT model. Descriptive statistics were used for data analysis. Students' performance in a total of 225 examination and quiz questions was analyzed to evaluate whether the TLAT model improved students' learning. Students' ( n = 98) performance scores for TLAT-based and lecture-based questions were 83.3 ± 10.2 and 79.5 ± 14.0, respectively ( P < 0.05). Ninety-three percent of students believed that in-class group activities enhanced conceptual understanding of course materials, helped them take responsibility of their own learning, and enhanced their overall learning experiences. More than 80% of respondents felt that solving cases and developing concept maps helped them sharpen creative and critical thinking skills. In addition, 90% of the respondents indicated that the homework throughout the semester helped them stay up to date and focused with the progress of the course. The use of the TLAT model led to an improvement in student learning of complex concepts. Moreover, the results suggest that this model improves students' self-reliance and attitudes toward learning. Our findings should serve as an impetus for inclusion of diverse active learning strategies in pharmacy education. Copyright © 2017 the American Physiological Society.

The impact of science methods courses on preservice elementary teachers' science teaching self-efficacy beliefs: Case studies from Turkey and the United States

NASA Astrophysics Data System (ADS)

Bursal, Murat

Four case studies in two American and two Turkish science methods classrooms were conducted to investigate the changes in preservice elementary teachers' personal science teaching efficacy (PSTE) beliefs during their course periods. The findings indicated that while Turkish preservice elementary teachers (TR sample) started the science methods course semester with higher PSTE than their American peers (US sample), due to a significant increase in the US sample's and an insignificant decline in the TR sample's PSTE scores, both groups completed the science methods course with similar PSTE levels. Consistent with Bandura's social cognitive theory, describing four major sources of self-efficacy, the inclusion of mastery experiences (inquiry activities and elementary school micro-teaching experiences) and vicarious experiences (observation of course instructor and supervisor elementary teacher) into the science methods course, providing positive social persuasion (positive appraisal from the instructor and classmates), and improving physiological states (reduced science anxiety and positive attitudes toward becoming elementary school teachers), were found to contribute to the significant enhancement of the US sample's PSTE beliefs. For the TR sample, although some of the above sources were present, the lack of student teaching experiences and inservice teacher observations, as well as the TR samples' negative attitudes toward becoming elementary school teachers and a lack of positive classroom support were found to make Turkish preservice teachers rely mostly on their mastery in science concepts, and therefore resulted in not benefiting from their science methods course, in terms of enhancing their PSTE beliefs. Calls for reforms in the Turkish education system that will include more mastery experiences in the science methods courses and provide more flexibility for students to choose their high school majors and college programs, and switch between them are made. In addition to the mastery experiences contributing to the PSTE beliefs, this study reported that preservice elementary teachers' unawareness of their science misconceptions also results in enhancing their self-efficacy, which is troublesome. Revisions in science content courses to employ inquiry activities, designed for addressing and correcting students' misconceptions, are recommended to overcome teacher candidates' lack of science competency and negative attitudes toward science.

Glucose Transport into Everted Sacks of Intestine of Mice: A Model for the Study of Active Transport.

ERIC Educational Resources Information Center

Deyrup-Olsen, Ingrith; Linder, Alison R.

1979-01-01

Described is a laboratory procedure which uses the small intestines of mice as models for the transport of glucose and other solutes. Demonstrations are suitable for either introductory or advanced physiology courses. (RE)

Quantitative Aspects of Cyclosis in Plant Cells.

ERIC Educational Resources Information Center

Howells, K. F.; Fell, D. A.

1979-01-01

Describes an exercise which is currently used in a course in cell physiology at Oxford Polytechnic in England. This exercise can give students some idea of the molecular events involved in bringing about movement of chloroplasts (and other organelles) in plant cells. (HM)

Effort and trust: the underpinnings of active learning.

PubMed

Adams, Seana; Bilimoria, Krish; Malhotra, Neha; Rangachari, P K

2017-09-01

Three undergraduate students and their teacher discuss two crucial issues that form the implicit basis of active learning: effort and trust. They use a single course in a Health Sciences Program to anchor their comments. Copyright © 2017 the American Physiological Society.

Teaching physics as a service subject

NASA Astrophysics Data System (ADS)

Lowe, T. L.; Hayes, M.

1986-07-01

At South Glamorgan Institute of Higher Education physics is taught over a wide range of courses. In addition to the more conventional courses found in science, technology and education faculties there is a physics input into areas such as beauty therapy, applied biology, catering, chiropody, dental technology, environmental health, food technology, hairdressing, human-movement studies, industrial design, applied life sciences, marine technology, medical laboratory science, physiological measurement, nursing and speech therapy. Due to the fundamental differences in emphasis required when teaching physics as a 'minor' subject on these types of courses, and since the authors have no courses which lead to a 'major' physics qualification, it is necessary to develop a rational strategy for teaching physics as a 'service' subject. If this is not achieved then staff satisfaction and student interest are likely to suffer. They describe their strategy.

Study report on combining diagnostic and therapeutic considerations with subsystem and whole-body simulation

NASA Technical Reports Server (NTRS)

Furukawa, S.

1975-01-01

Current applications of simulation models for clinical research described included tilt model simulation of orthostatic intolerance with hemorrhage, and modeling long term circulatory circulation. Current capabilities include: (1) simulation of analogous pathological states and effects of abnormal environmental stressors by the manipulation of system variables and changing inputs in various sequences; (2) simulation of time courses of responses of controlled variables by the altered inputs and their relationships; (3) simulation of physiological responses of treatment such as isotonic saline transfusion; (4) simulation of the effectiveness of a treatment as well as the effects of complication superimposed on an existing pathological state; and (5) comparison of the effectiveness of various treatments/countermeasures for a given pathological state. The feasibility of applying simulation models to diagnostic and therapeutic research problems is assessed.

Using ultrasound to teach medical students cardiac physiology.

PubMed

Bell, Floyd E; Wilson, L Britt; Hoppmann, Richard A

2015-12-01

Ultrasound is being incorporated more into undergraduate medical education. Studies have shown that medical students have positive perceptions about the value of ultrasound in teaching courses like anatomy and physiology. The purpose of the present study was to provide objective evidence of whether ultrasound helps students learn cardiac physiology. In this study, 20 medical students took a pretest to assess their background knowledge of cardiac physiology. Next, they acquired ultrasound video loops of the heart. Faculty members taught them nonelectrical aspects of cardiac physiology using those loops. Finally, students took a posttest to evaluate for improvements in their knowledge. Students also completed an anonymous questionnaire about their experience. The mean pretest score was 4.8 of 9 (53.3%). The mean posttest score was 7.35 of 9 (81.7%). The mean difference was significant at P < 0.0001. Student feedback was very positive about the ultrasound laboratory. Ninety-five percent of the students agreed or strongly agreed that the ultrasound laboratory was a valuable teaching tool and that it improved their understanding of cardiac physiology. All students agreed or strongly agreed the laboratory was helpful from a visual learning standpoint. A hands-on ultrasound laboratory can indeed help medical students learn the nonelectrical components of cardiac physiology. Copyright © 2015 The American Physiological Society.

Lecture attendance improves success in medical physiology.

PubMed

Demir, Enver Ahmet; Tutuk, Okan; Dogan, Hatice; Egeli, Duygu; Tumer, Cemil

2017-12-01

The educators have underlined the importance of lecture attendance for decades. Nowadays, students have ample online educational sources, which began a debate on the necessity of in-class lectures. In the present study, we investigated the influence of lecture attendance on the exam success. To this aim, we adopted a novel approach and matched second-year medicine students' answers in three interim exams with the lectures related to those questions. Thereby, we were able to evaluate if attending lectures increases the chance of giving a correct answer to the exam question generated from the attended lecture. Furthermore, we examined students who had never taken the course before (first-time takers) and students who had failed and repeated the course (repeat takers) separately, since repeat takers may have attended a lecture previously. We found that first-time takers attended more lectures and gained higher total scores than repeat takers. Lecture-matched correct answers were significantly higher for attended lectures than for skipped lectures in all interim exams. Moreover, the correlation analyses revealed that the number of correct answers increases by lecture attendance in both first-time and repeat takers. These results indicate that in-class lectures still should be considered as an essential part of the medical physiology education, even in the internet era. Copyright © 2017 the American Physiological Society.

Effect of forest walking on autonomic nervous system activity in middle-aged hypertensive individuals: a pilot study.

PubMed

Song, Chorong; Ikei, Harumi; Kobayashi, Maiko; Miura, Takashi; Taue, Masao; Kagawa, Takahide; Li, Qing; Kumeda, Shigeyoshi; Imai, Michiko; Miyazaki, Yoshifumi

2015-03-02

There has been increasing attention on the therapeutic effects of the forest environment. However, evidence-based research that clarifies the physiological effects of the forest environment on hypertensive individuals is lacking. This study provides scientific evidence suggesting that a brief forest walk affects autonomic nervous system activity in middle-aged hypertensive individuals. Twenty participants (58.0±10.6 years) were instructed to walk predetermined courses in forest and urban environments (as control). Course length (17-min walk), walking speed, and energy expenditure were equal between the forest and urban environments to clarify the effects of each environment. Heart rate variability (HRV) and heart rate were used to quantify physiological responses. The modified semantic differential method and Profile of Mood States were used to determine psychological responses. The natural logarithm of the high-frequency component of HRV was significantly higher and heart rate was significantly lower when participants walked in the forest than when they walked in the urban environment. The questionnaire results indicated that, compared with the urban environment, walking in the forest increased "comfortable", "relaxed", "natural" and "vigorous" feelings and decreased "tension-anxiety," "depression," "anxiety-hostility," "fatigue" and "confusion". A brief walk in the forest elicited physiological and psychological relaxation effects on middle-aged hypertensive individuals.

A Computer-Assisted Personalized Approach in an Undergraduate Plant Physiology Class1

PubMed Central

Artus, Nancy N.; Nadler, Kenneth D.

1999-01-01

We used Computer-Assisted Personalized Approach (CAPA), a networked teaching and learning tool that generates computer individualized homework problem sets, in our large-enrollment introductory plant physiology course. We saw significant improvement in student examination performance with regular homework assignments, with CAPA being an effective and efficient substitute for hand-graded homework. Using CAPA, each student received a printed set of similar but individualized problems of a conceptual (qualitative) and/or quantitative nature with quality graphics. Because each set of problems is unique, students were encouraged to work together to clarify concepts but were required to do their own work for credit. Students could enter answers multiple times without penalty, and they were able to obtain immediate feedback and hints until the due date. These features increased student time on task, allowing higher course standards and student achievement in a diverse student population. CAPA handles routine tasks such as grading, recording, summarizing, and posting grades. In anonymous surveys, students indicated an overwhelming preference for homework in CAPA format, citing several features such as immediate feedback, multiple tries, and on-line accessibility as reasons for their preference. We wrote and used more than 170 problems on 17 topics in introductory plant physiology, cataloging them in a computer library for general access. Representative problems are compared and discussed. PMID:10198076

The physiological origin of task-evoked systemic artefacts in functional near infrared spectroscopy.

PubMed

Kirilina, Evgeniya; Jelzow, Alexander; Heine, Angela; Niessing, Michael; Wabnitz, Heidrun; Brühl, Rüdiger; Ittermann, Bernd; Jacobs, Arthur M; Tachtsidis, Ilias

2012-05-15

A major methodological challenge of functional near-infrared spectroscopy (fNIRS) is its high sensitivity to haemodynamic fluctuations in the scalp. Superficial fluctuations contribute on the one hand to the physiological noise of fNIRS, impairing the signal-to-noise ratio, and may on the other hand be erroneously attributed to cerebral changes, leading to false positives in fNIRS experiments. Here we explore the localisation, time course and physiological origin of task-evoked superficial signals in fNIRS and present a method to separate them from cortical signals. We used complementary fNIRS, fMRI, MR-angiography and peripheral physiological measurements (blood pressure, heart rate, skin conductance and skin blood flow) to study activation in the frontal lobe during a continuous performance task. The General Linear Model (GLM) was applied to analyse the fNIRS data, which included an additional predictor to account for systemic changes in the skin. We found that skin blood volume strongly depends on the cognitive state and that sources of task-evoked systemic signals in fNIRS are co-localized with veins draining the scalp. Task-evoked superficial artefacts were mainly observed in concentration changes of oxygenated haemoglobin and could be effectively separated from cerebral signals by GLM analysis. Based on temporal correlation of fNIRS and fMRI signals with peripheral physiological measurements we conclude that the physiological origin of the systemic artefact is a task-evoked sympathetic arterial vasoconstriction followed by a decrease in venous volume. Since changes in sympathetic outflow accompany almost any cognitive and emotional process, we expect scalp vessel artefacts to be present in a wide range of fNIRS settings used in neurocognitive research. Therefore a careful separation of fNIRS signals originating from activated brain and from scalp is a necessary precondition for unbiased fNIRS brain activation maps. Copyright © 2012 Elsevier Inc. All rights reserved.

Modeling the adenosine system as a modulator of cognitive performance and sleep patterns during sleep restriction and recovery.

PubMed

Phillips, Andrew J K; Klerman, Elizabeth B; Butler, James P

2017-10-01

Sleep loss causes profound cognitive impairments and increases the concentrations of adenosine and adenosine A1 receptors in specific regions of the brain. Time courses for performance impairment and recovery differ between acute and chronic sleep loss, but the physiological basis for these time courses is unknown. Adenosine has been implicated in pathways that generate sleepiness and cognitive impairments, but existing mathematical models of sleep and cognitive performance do not explicitly include adenosine. Here, we developed a novel receptor-ligand model of the adenosine system to test the hypothesis that changes in both adenosine and A1 receptor concentrations can capture changes in cognitive performance during acute sleep deprivation (one prolonged wake episode), chronic sleep restriction (multiple nights with insufficient sleep), and subsequent recovery. Parameter values were estimated using biochemical data and reaction time performance on the psychomotor vigilance test (PVT). The model closely fit group-average PVT data during acute sleep deprivation, chronic sleep restriction, and recovery. We tested the model's ability to reproduce timing and duration of sleep in a separate experiment where individuals were permitted to sleep for up to 14 hours per day for 28 days. The model accurately reproduced these data, and also correctly predicted the possible emergence of a split sleep pattern (two distinct sleep episodes) under these experimental conditions. Our findings provide a physiologically plausible explanation for observed changes in cognitive performance and sleep during sleep loss and recovery, as well as a new approach for predicting sleep and cognitive performance under planned schedules.

Modeling the adenosine system as a modulator of cognitive performance and sleep patterns during sleep restriction and recovery

PubMed Central

Phillips, Andrew J. K.

2017-01-01

Sleep loss causes profound cognitive impairments and increases the concentrations of adenosine and adenosine A1 receptors in specific regions of the brain. Time courses for performance impairment and recovery differ between acute and chronic sleep loss, but the physiological basis for these time courses is unknown. Adenosine has been implicated in pathways that generate sleepiness and cognitive impairments, but existing mathematical models of sleep and cognitive performance do not explicitly include adenosine. Here, we developed a novel receptor-ligand model of the adenosine system to test the hypothesis that changes in both adenosine and A1 receptor concentrations can capture changes in cognitive performance during acute sleep deprivation (one prolonged wake episode), chronic sleep restriction (multiple nights with insufficient sleep), and subsequent recovery. Parameter values were estimated using biochemical data and reaction time performance on the psychomotor vigilance test (PVT). The model closely fit group-average PVT data during acute sleep deprivation, chronic sleep restriction, and recovery. We tested the model’s ability to reproduce timing and duration of sleep in a separate experiment where individuals were permitted to sleep for up to 14 hours per day for 28 days. The model accurately reproduced these data, and also correctly predicted the possible emergence of a split sleep pattern (two distinct sleep episodes) under these experimental conditions. Our findings provide a physiologically plausible explanation for observed changes in cognitive performance and sleep during sleep loss and recovery, as well as a new approach for predicting sleep and cognitive performance under planned schedules. PMID:29073206

Comparing the long-term retention of a physiology course for medical students with the traditional and problem-based learning.

PubMed

Pourshanazari, A A; Roohbakhsh, A; Khazaei, M; Tajadini, H

2013-03-01

The rapid improvements in medical sciences and the ever-increasing related data, however, require novel methods of instruction. One such method, which has been given less than due attention in Iran, is problem-based learning (PBL). In this study, we aimed to evaluate the impact of study skills and the PBL methods on short and long-term retention of information provided for medical students in the course of respiratory physiology and compare it with traditional learning method. In this study, 39 medical students from Medical School of Kerman University of Medical Sciences, Kerman, Iran (2006-2010) were enrolled in the study and allocated randomly in three equal groups (13 in each group). All groups underwent a pre-test to be assessed for their basic information regarding respiratory physiology. Two groups were instructed using the traditional method, and one group used PBL. Among the two groups of the traditional method, one was instructed about study skills and the other was not. Once the PBL group took the study skill workshop, they were aided by tutors for their education. In the final term test, those students who had learned study skills and were instructed with the traditional method scored higher compared to other groups (p < 0.05). However, in the 1 year (p < 0.05) and 4 year (p < 0.01) interval examinations, the PBL group achieved significantly higher scores. Despite the fact that PBL had no positive effect on the final term exam of our students, it yielded a more profound and retained understanding of the subject course. Moreover, considering the positive effect of study skills on long-term student scores, we recommend students to receive instructions regarding the appropriate study skills when initiated into universities.

Macular Bioaccelerometers on Earth and in Space

NASA Technical Reports Server (NTRS)

Ross, M. D.; Cutler, L.; Meyer, G.; Vazin, P.; Lam, T.

1991-01-01

Space flight offers the opportunity to study linear bioaccelerometers (vestibular maculas) in the virtual absence of a primary stimulus, gravitational acceleration. Macular research in space is particularly important to NASA because the bioaccelerometers are proving to be weighted neural networks in which information is distributed for parallel processing. Neural networks are plastic and highly adaptive to new environments. Combined morphological-physiological studies of maculas fixed in space and following flight should reveal macular adaptive responses to microgravity, and their time-course. Ground-based research, already begun, using computer-assisted, 3-dimensional reconstruction of macular terminal fields will lead to development of computer models of functioning maculas. This research should continue in conjunction with physiological studies, including work with multichannel electrodes. The results of such a combined effort could usher in a new era in understanding vestibular function on Earth and in space. They can also provide a rational basis for counter-measures to space motion sickness, which may prove troublesome as space voyager encounter new gravitational fields on planets, or must re-adapt to 1 g upon return to earth.

Threat Sensitivity in Bipolar Disorder

PubMed Central

Muhtadie, Luma; Johnson, Sheri L.

2015-01-01

Life stress is a major predictor of the course of bipolar disorder. Few studies have used laboratory paradigms to examine stress reactivity in bipolar disorder, and none have assessed autonomic reactivity to laboratory stressors. In the present investigation we sought to address this gap in the literature. Participants, 27 diagnosed with bipolar I disorder and 24 controls with no history of mood disorder, were asked to complete a complex working memory task presented as “a test of general intelligence.” Self-reported emotions were assessed at baseline and after participants were given task instructions; autonomic physiology was assessed at baseline and continuously during the stressor task. Compared to controls, individuals with bipolar disorder reported greater increases in pretask anxiety from baseline and showed greater cardiovascular threat reactivity during the task. Group differences in cardiovascular threat reactivity were significantly correlated with comorbid anxiety in the bipolar group. Our results suggest that a multimethod approach to assessing stress reactivity—including the use of physiological parameters that differentiate between maladaptive and adaptive profiles of stress responding— can yield valuable information regarding stress sensitivity and its associations with negative affectivity in bipolar disorder. PMID:25688436

Aspects of human biometeorology in past, present and future.

PubMed

Höppe, P

1997-02-01

Human biometeorology is quite an old science: during the times of Hippokrates in ancient Greece the influence of weather changes on physiological processes in the human body were considered to exist. However, not until the progress in modern statistics, physics and physiology in the course of this century provided quantitative methods did human-biometeorology become an acknowledged natural science. In the first half of this century primarily the explanation of the phenomena of reactions of the body to weather changes was the general objective. In the second half of this century quantitative descriptions of thermal interchanges between the human body and the environment by means of energy balance models of the human body have gained increasing importance. The methods of modern human biometeorology increasingly are acknowledged by workers in disciplines of potential application, such as urban or regional planners or air conditioning engineers. Human biometeorology tries to assess all atmospheric influences in its entirety, including the air pollution pattern. The discipline considers itself as branch of science which is tied closely to environmental meteorology and environmental medicine.

Physiology of Mycobacteria

PubMed Central

Cook, Gregory M.; Berney, Michael; Gebhard, Susanne; Heinemann, Matthias; Cox, Robert A.; Danilchanka, Olga; Niederweis, Michael

2013-01-01

Mycobacterium tuberculosis is a prototrophic, metabolically flexible bacterium that has achieved a spread in the human population that is unmatched by any other bacterial pathogen. The success of M. tuberculosis as a pathogen can be attributed to its extraordinary stealth and capacity to adapt to environmental changes throughout the course of infection. These changes include: nutrient deprivation, hypoxia, various exogenous stress conditions and, in the case of the pathogenic species, the intraphagosomal environment. Knowledge of the physiology of M. tuberculosis during this process has been limited by the slow growth of the bacterium in the laboratory and other technical problems such as cell aggregation. Advances in genomics and molecular methods to analyse the M. tuberculosis genome have revealed that adaptive changes are mediated by complex regulatory networks and signals, resulting in temporal gene expression coupled to metabolic and energetic changes. An important goal for bacterial physiologists will be to elucidate the physiology of M. tuberculosis during the transition between the diverse conditions encountered by M. tuberculosis. This review covers the growth of the mycobacterial cell and how environmental stimuli are sensed by this bacterium. Adaptation to different environments is described from the viewpoint of nutrient acquisition, energy generation and regulation. To gain quantitative understanding of mycobacterial physiology will require a systems biology approach and recent efforts in this area are discussed. “It is now 100 years since the first mycobacterium was isolated by Hansen (1874). Somewhat ironically, this was the leprosy bacillus, Mycobacterium leprae, which even today is still resisting all attempts to cultivate it in the laboratory. The tubercle bacillus, M. tuberculosis was not discovered until eight years later (Koch, 1882) and this has remained an object of intensive investigation ever since. The widespread interest in the mycobacteria of course stems from the diseases they cause and, lest it be imagined that tuberculosis is a disease which has now been largely conquered and that leprosy is of relatively rare occurrence, current estimates for the number of case of tuberculosis and leprosy in the world today are 20,000,000 and 11,000,000, respectively (Bechelli and Dominguez, 1972). The annual estimated mortality rate is equally dramatic, namely 3,000,000 (World Health Organization, 1974). Also causing unease is the continuing isolation from tubercular patients of strains already resistant to one or more chemotherapeutic agent”. C. Ratledge (1976). PMID:19573696

Menstruation.

ERIC Educational Resources Information Center

Henderson, Paula

This autoinstructional program deals with the study of human develpment with emphasis on the female reproductive system. It is considered as part of a secondary school human anatomy and physiology course. Students should have a previous knowledge of the parts of the female reproductive organs or system. Behavioral objectives are suggested. The…

Using Digital Microscopy

ERIC Educational Resources Information Center

Travaille, Madelaine; Adams, Sandra D.

2006-01-01

Studying "Caenorhabditis elegans" ("C. elegans") live cultures provides excellent opportunities for authentic inquiry in a high school anatomy and physiology or other biology lab course. Using a digital dissection microscope, a student can photograph the organism during various stages of development and study and analyze the images. In this…

A Multiyear Approach to Student-Driven Investigations in Exercise Physiology

ERIC Educational Resources Information Center

FitzPatrick, Kathleen A.; Campisi, Jay

2009-01-01

Many undergraduate institutions offer individual research opportunities for upper-level students in independent study courses and summer undergraduate research programs. These are necessarily limited to a small number of students. Greater numbers of students can benefit from incorporating student-directed investigative experiences into…

It's about time--directing our attention toward modifying the course of COPD.

PubMed

Cazzola, Mario; Hanania, Nicola A; Jones, Paul W; Mahler, Donald A; Make, Barry; Ohar, Jill; Rennard, Stephen

2008-06-01

The course of COPD has traditionally been equated with an accelerated decline in the forced expiratory volume in one second (FEVi) over time in patients with COPD, compared to healthy individuals. However, other important clinical outcomes associated with COPD also worsen over time and should also be considered in conceptualizing the course of COPD. These include health status, breathlessness related to activities of daily living, exercise capacity, the frequency of exacerbations, and peripheral muscle weakness. These outcomes are often quite responsive to therapy of COPD. Presently there is no evidence that any treatment other than smoking cessation can normalise the rate of decline of FEVi, and therefore be considered as modifying the physiologic course of the disease. Thus, smoking cessation reigns as the primary disease modifying strategy in COPD. Even though there are a number of smoking cessation products on the market and smoking prevalence continues to decrease marginally each year, more needs to be done to provide comprehensive programmes to help people quit smoking. In the US in 2004, 37.5% of preventable deaths were found to be tobacco-related. The FEVi does not reflect the clinical manifestations or the total burden of this multidimensional illness. As novel therapeutic agents become available that may alter the underlying pathology of COPD, additional markers and outcomes of disease progression will be needed to provide a more comprehensive assessment. There has been increasing interest in predicting and assessing mortality as it is the final outcome of disease progression. In this review we have considered three approaches toward modifying the course of COPD: smoking cessation, reduction in lung hyperinflation through medical and surgical approaches, and long-term pharmacotherapy.

In vivo observation of transient photoreceptor movement correlated with oblique light stimulation

NASA Astrophysics Data System (ADS)

Lu, Yiming; Liu, Changgeng; Yao, Xincheng

2018-02-01

Rod-dominated transient retinal phototropism (TRP) has been observed in freshly isolated retinas, promising a noninvasive biomarker for high resolution assessment of retinal physiology. However, in vivo mapping of TRP is challenging due to its fast time course and sub-cellular signal magnitude. By developing a line-scanning and virtually structured detection based super-resolution ophthalmoscope, we report here in vivo observation of TRP in frog retina. In vivo characterization of TRP time course and magnitude were implemented by using variable light stimulus intensities.

Behavioral and physiological responses to prey match-mismatch in larval herring

NASA Astrophysics Data System (ADS)

Illing, Björn; Moyano, Marta; Berg, Julia; Hufnagl, Marc; Peck, Myron A.

2018-02-01

The year-class success of Atlantic herring (Clupea harengus) spawning in the autumn/winter in the North Sea (NSAS stock) and in the spring in the western Baltic Sea (WBSS) appears driven by prey match-mismatch dynamics affecting the survival of larvae during the first weeks of life. To better understand and model the consequences of prey match-mismatch from an individual-based perspective, we measured aspects of the physiology and behavior of NSAS and WBSS herring larvae foraging in markedly different prey concentrations. When matched with prey (ad libitum concentrations of the copepod Acartia tonsa) larval growth, swimming activity, nutritional condition and metabolic rates were relatively high. When prey was absent (mismatch), swimming and feeding behavior rapidly declined within 2 and 4 days, for WBSS and NSAS larvae, respectively, concomitant with reductions in nutritional (RNA-DNA ratio) and somatic (weight-at-length) condition. After several days without prey, respiration measurements made on WBSS larvae suggested metabolic down-regulation (8-34%). An individual-based model depicting the time course of these Behavioral and physiological responses suggested that 25-mm larvae experiencing a mismatch would survive 25-33% (10, 7 °C) longer than 12-mm larvae. Warmer temperatures exacerbate starvation-induced decrements in performance. Without Behavioral and metabolic adjustments, survival of 25-mm larvae would be reduced from 8 to 6 days at 7 °C. Our findings highlight how adaptive Behavioral and physiological responses are tightly linked to prey match-mismatch dynamics in larval herring and how these responses can be included in models to better explore how bottom-up processes regulate larval fish growth and survival.

Communalism Predicts Maternal Affect, Stress, and Physiology Better than Ethnicity and SES

PubMed Central

Abdou, Cleopatra M.; Schetter, Christine Dunkel; Campos, Belinda; Hilmert, Clayton J.; Dominguez, Tyan Parker; Hobel, Calvin J.; Glynn, Laura M.; Sandman, Curt

2010-01-01

The present study examined the relevance of communalism, operationalized as a cultural orientation emphasizing interdependence, to maternal prenatal emotional health and physiology and distinguished its effects from those of ethnicity and childhood and adult SES. African American and European American women (N=297) were recruited early in pregnancy and followed through 32 weeks gestation using interviews and medical chart review. Overall, African American women and women of lower socioeconomic backgrounds had higher levels of negative affect, stress and blood pressure, but these ethnic and socioeconomic disparities were not observed among women higher in communalism. Hierarchical multivariate regression analyses showed that communalism was a more robust predictor of prenatal emotional health than ethnicity, childhood SES, and adult SES. Communalism also interacted with ethnicity and SES, resulting in lower blood pressure during pregnancy for African American women and women who experienced socioeconomic disadvantage over the life course. The effects of communalism on prenatal affect, stress, and physiology were not explained by depressive symptoms at study entry, perceived availability of social support, self-esteem, optimism, mastery, nor pregnancy-specific factors, including whether the pregnancy was planned, desired after conception, or how frequently the woman felt happy to be pregnant. This suggests that a communal cultural orientation benefits maternal prenatal emotional health and physiology over and above its links to better-understood personal and social resources in addition to economic resources. Implications regarding culture as a determinant of maternal prenatal health and well-being and as a potentially important lens for examining ethnic and socioeconomic inequalities in health are discussed. PMID:20658883

Communalism predicts prenatal affect, stress, and physiology better than ethnicity and socioeconomic status.

PubMed

Abdou, Cleopatra M; Dunkel Schetter, Christine; Campos, Belinda; Hilmert, Clayton J; Dominguez, Tyan Parker; Hobel, Calvin J; Glynn, Laura M; Sandman, Curt

2010-07-01

The authors examined the relevance of communalism, operationalized as a cultural orientation emphasizing interdependence, to maternal prenatal emotional health and physiology and distinguished its effects from those of ethnicity and childhood and adult socioeconomic status (SES). African American and European American women (N = 297) were recruited early in pregnancy and followed through 32 weeks gestation using interviews and medical chart review. Overall, African American women and women of lower socioeconomic backgrounds had higher levels of negative affect, stress, and blood pressure, but these ethnic and socioeconomic disparities were not observed among women higher in communalism. Hierarchical multivariate regression analyses showed that communalism was a more robust predictor of prenatal emotional health than ethnicity, childhood SES, and adult SES. Communalism also interacted with ethnicity and SES, resulting in lower blood pressure during pregnancy for African American women and women who experienced socioeconomic disadvantage over the life course. The effects of communalism on prenatal affect, stress, and physiology were not explained by depressive symptoms at study entry, perceived availability of social support, self-esteem, optimism, mastery, nor pregnancy-specific factors, including whether the pregnancy was planned, whether the pregnancy was desired after conception, or how frequently the woman felt happy to be pregnant. This suggests that a communal cultural orientation benefits maternal prenatal emotional health and physiology over and above its links to better understood personal and social resources in addition to economic resources. Implications of culture as a determinant of maternal prenatal health and well-being and an important lens for examining ethnic and socioeconomic inequalities in health are discussed.

A comparison of traditional and engaging lecture methods in a large, professional-level course.

PubMed

Miller, Cynthia J; McNear, Jacquee; Metz, Michael J

2013-12-01

In engaging lectures, also referred to as broken or interactive lectures, students are given short periods of lecture followed by "breaks" that can consist of 1-min papers, problem sets, brainstorming sessions, or open discussion. While many studies have shown positive effects when engaging lectures are used in undergraduate settings, the literature surrounding use of the learning technique for professional students is inconclusive. The novelty of this study design allowed a direct comparison of engaging physiology lectures versus didactic lecture formats in the same cohort of 120 first-year School of Dentistry DMD students. All students were taught five physiological systems using traditional lecture methods and six physiological systems using engaging lecture methods. The use of engaging lectures led to a statistically significant higher average on unit exams compared with traditional didactic lectures (8.6% higher, P < 0.05). Furthermore, students demonstrated an improved long-term retention of information via higher scores on the comprehensive final exam (22.9% higher in engaging lecture sections, P < 0.05). Many qualitative improvements were also indicated via student surveys and evaluations, including an increased perceived effectiveness of lectures, decrease in distractions during lecture, and increased confidence with the material. The development of engaging lecture activities requires a significant amount of instructor preparation and limits the time available to provide traditional lectures. However, the positive results of this study suggest the need for a restructuring of the physiology curriculum to incorporate more engaging lectures to improve both the qualitative experiences and performance levels of professional students.

Integrating physical examination and trunk anatomy; a new course for second year medical students.

PubMed

Adibi, Iman; Hasani, Nasibeh; Ashoorioun, Vahid; Sadrearhami, Shohreh; Monajemi, Ali Reza

2007-11-01

The aim of this study was to determine the effect of an integrated course of physical examination and trunk anatomy on second year medical students' attitude and knowledge of anatomy. Thirty nine second year medical students attended a physical examination course (5 small group sessions) related to topics in trunk anatomy (2004/05). Students in control group attended routine anatomy lectures and problem based learning discussions relevant to their physiology course. Routine final anatomy exam (65 multiple choices questions) was performed. Attitude toward course impacts in intervention group were assessed by a likert questionnaire (18 items). A T-test was performed to compare anatomy scores. The Intervention group had higher score exam anatomy (46.6 +/- 6.3) than others (41.4 +/- 6.0, p = 0.04). The mean score of attitude questionnaire was 3.48 (SD = 0.8). In conclusion teaching physical examinations integrated with trunk anatomy improves students' knowledge and motivated them in learning anatomy.

Impact of a course on human sexuality and adolescence.

PubMed

Saksena, Sangeeta; Saldanha, Shaibya

2003-03-01

This study was conducted as part of a course on Human Sexuality and Adolescence for school children to ascertain the prior knowledge of children, source of their knowledge and whether the course was a felt need of the children. Students were given a questionnaire before the course. Few selected questions were asked again after the last session. The course was conducted in a private co-educational English medium school in urban Bangalore involving 392 students 13-15 years of age. The course was designed by the authors and dealt with anatomy, physiology, social and psychological aspects of growing up, HIV and contraception. 55-70% of class VIII, IX and X students had learnt about sex from friends, 30% from movies, 15% from text books and only 10% from parents. Misconceptions about anatomy, childbirth, HIV were common. 90% of tenth class students felt that education in human sexuality was necessary. In spite of chapters on reproduction in textbooks, children turn to peers or media to gather information on sexuality. Education in human sexuality is required in our schools, as this need is currently not being addressed adequately in our society.

Human adaptation to isolated and confined environments: Preliminary findings of a seven month Antarctic winter-over human factors study

NASA Technical Reports Server (NTRS)

Evans, Gary W.; Stokols, Daniel; Carrere, Sybil

1988-01-01

This field study was conducted during the last decade of an austral winter-over at Palmer Station in the Antarctic. The purpose of the study was to understand temporal patterns in physiological arousal and psychological mood over the course of the mission. The investigators were principally interested in how people adapted over time to chronic and acute stressors, and how people use and modify their built environment. Physiological and psychological data were collected several times a week, and information on behavior and the use of physical facilities was collected monthly. Physiological and psychological data were compared with social changes in the setting toward the development of a sequential model of human-environment transactional relationships. Based on the study results, guidelines for design of future isolated and confined environments (ICEs) included: plan space for items which make people feel at home, provide materials to allow people to personalize their environment, allow for flexible environments, provide areas for visual and auditory privacy, equip areas for socializing and remove them from private areas, and provide facilities for exercise and for projects involving physical activity. The study offers guidelines about patterns of adaption that could be expected in an ICE, discusses how these settings can be programmed to facilitate successful adjustment, and provides information about how to design future ICE habitats to maximize a healthy living environment.

Relations between temperament and theory of mind development in the United States and China: biological and behavioral correlates of preschoolers' false-belief understanding.

PubMed

Lane, Jonathan D; Wellman, Henry M; Olson, Sheryl L; Miller, Alison L; Wang, Li; Tardif, Twila

2013-05-01

The emotional reactivity hypothesis holds that, over the course of phylogeny, the selection of animals with less reactive temperaments supported the development of sophisticated social-cognitive skills in several species, including humans (Hare, 2007). In the ontogenetic human case, an emotional reactivity hypothesis predicts that children with less reactive temperaments will reach certain milestones in theory-of-mind (ToM) development more quickly. We examined relations between temperament and false-belief understanding in 102 preschool-age children from China and the United States. Temperament was measured via parental ratings of behavior as well as with physiological measures of children's reactivity (hypothalamic-pituitary-adrenocortical axis reactivity gauged via salivary cortisol). In accord with an emotional reactivity hypothesis, children with certain reactive temperaments--specifically, those who were more aggressive and those who were both socially withdrawn and physiologically reactive--evidenced poorer social-cognition. However, our findings also force amendment to the ontogenetic emotional reactivity hypothesis. For the majority of children in both countries, physiological reactivity predicted more advanced ToM, perhaps by facilitating social engagement and attention to social stimuli. Moreover, children who were withdrawn from social interaction yet nonreactive, especially Chinese children of this temperament, evidenced advanced ToM. Thus, some forms of social disengagement may foster social-cognitive development in certain sociocultural contexts.

Effects of Age and Military Service on Strength and Physiological Characteristics of U.S. Army Soldiers.

PubMed

Abt, John P; Perlsweig, Katherine; Nagai, Takashi; Sell, Timothy C; Wirt, Michael D; Lephart, Scott M

2016-02-01

Soldiers must maintain tactical performance capabilities over the course of their career. Loss in physical readiness may be a function of age and the operational demands associated with increasing years of service. The purpose of this study was to assess strength and physiological characteristics in different cohorts of U.S. Army Soldiers based on years of service and age. A total of 253 Soldiers (age: 28.1 ± 6.8 years; height: 1.76 ± 0.11 m; mass: 84.1 ± 12.2 kg) participated. Individual subject cohorts were created based on years of service (1-5 years, 6-10 years, 11-15 years) and age (20-24 years, 25-29 years, 30-34 years, 35-39 years, 40-44 years). Testing included shoulder, knee, ankle, and torso strength, aerobic capacity/lactate threshold, anaerobic power/capacity, and body composition/total mass. Those with 11 to 15 years of service and between ages 30 and 34 had a higher percentage of body fat, and lower aerobic capacity and lactate threshold than younger Soldiers with fewer years of service. Physical training interventions should focus on maintenance of physiological characteristics to offset the loss of readiness at the similar time point of 11 to 15 years of service and 30 to 34 years of age. Reprint & Copyright © 2016 Association of Military Surgeons of the U.S.

An Analysis of College Students' Anonymous Questions about Human Sexuality.

ERIC Educational Resources Information Center

Valois, Robert F.; Waring, Kathryn A.

1991-01-01

Study analyzed the frequency and type of questions about sexuality submitted anonymously by college students in health education courses over five semesters. The most common categories were sexual arousal/response; general anatomy/physiology; contraception; dating/relationships; pregnancy/fertility; and sexually transmitted diseases. The appendix…

Reintroducing Photosynthesis

ERIC Educational Resources Information Center

Vila, F.; Sanz, A.

2012-01-01

This article reports on conceptual difficulties related to photosynthesis and respiratory metabolism of a Plant Physiology course for undergraduate students that could hinder their better learning of metabolic processes. A survey of results obtained in this area during the last 10 academic years was performed, as well as a specific test, aimed to…

Building confidence: an exploration of nurses undertaking a postgraduate biological science course.

PubMed

Van Wissen, Kim; McBride-Henry, Karen

2010-01-01

This study aimed to explore the impact of studying biological science at a postgraduate level and how this impacted on nursing practice. The term biological sciences in this research encompasses elements of physiology, genetics, biochemistry and pathophysiology. A qualitative research study was designed, that involved the dissemination of a pre- and post-course semi-structured questionnaire for a biological science course, as part of a Master of Nursing programme at a New Zealand University, thus exploring the impact of undertaking a postgraduate biological sciences course. The responses were analysed into themes, based on interpretive concepts. The primary themes revealed improvement in confidence as: confidence in communication, confidence in linking nursing theoretical knowledge to practice and confidence in clinical nursing knowledge. This study highlights the need to privilege clinically-derived nursing knowledge, and that confidence in this nursing knowledge and clinical practice can be instilled through employing the model of theory-guided practice.

Electrophysiology for biomedical engineering students: a practical and theoretical course in animal electrocorticography.

PubMed

Albarracín, Ana L; Farfán, Fernando D; Coletti, Marcos A; Teruya, Pablo Y; Felice, Carmelo J

2016-09-01

The major challenge in laboratory teaching is the application of abstract concepts in simple and direct practical lessons. However, students rarely have the opportunity to participate in a laboratory that combines practical learning with a realistic research experience. In the Biomedical Engineering career, we offer short and optional courses to complement studies for students as they initiate their Graduation Project. The objective of these theoretical and practical courses is to introduce students to the topics of their projects. The present work describes an experience in electrophysiology to teach undergraduate students how to extract cortical information using electrocorticographic techniques. Students actively participate in some parts of the experience and then process and analyze the data obtained with different signal processing tools. In postlaboratory evaluations, students described the course as an exceptional opportunity for students interested in following a postgraduate science program and fully appreciated their contents. Copyright © 2016 The American Physiological Society.

Pharmacology education in North American dental schools: the basic science survey series.

PubMed

Gautam, Medha; Shaw, David H; Pate, Ted D; Lambert, H Wayne

2013-08-01

As part of the Basic Science Survey Series (BSSS) for Dentistry, members of the American Dental Education Association (ADEA) Physiology, Pharmacology, and Therapeutics Section surveyed course directors of basic pharmacology courses in North American dental schools. The survey was designed to assess, among other things, faculty affiliation and experience of course directors, teaching methods, general course content and emphasis, extent of interdisciplinary (shared) instruction, and impact of recent curricular changes. Responses were received from forty-nine of sixty-seven (73.1 percent) U.S. and Canadian dental schools. The findings suggest the following: 1) substantial variation exists in instructional hours, faculty affiliation, placement within curriculum, class size, and interdisciplinary nature of pharmacology courses; 2) pharmacology course content emphasis is similar among schools; 3) the number of contact hours in pharmacology has remained stable over the past three decades; 4) recent curricular changes were often directed towards enhancing the integrative and clinically relevant aspects of pharmacology instruction; and 5) a trend toward innovative content delivery, such as use of computer-assisted instruction applications, is evident. Data, derived from this study, may be useful to pharmacology course directors, curriculum committees, and other dental educators with an interest in integrative and interprofessional education.

In vivo differential effects of fasting, re-feeding, insulin and insulin stimulation time course on insulin signaling pathway components in peripheral tissues.

PubMed

Agouni, Abdelali; Owen, Carl; Czopek, Alicja; Mody, Nimesh; Delibegovic, Mirela

2010-10-08

Components of the insulin receptor signaling pathway are probably some of the best studied ones. Even though methods for studying these components are well established, the in vivo effects of different fasting regimens, and the time course of insulin receptor phosphorylation and that of its downstream components in insulin-sensitive peripheral tissues have not been analyzed in detail. When assessing insulin signaling, it may be beneficial to drive insulin levels as low as possible by performing an overnight fast before injecting a supra-physiological dose of insulin. Recent studies have shown however that 5 or 6 h fast in mice is sufficient to assess physiological responses to insulin and/or glucose in glucose tolerance tests, insulin tolerance tests and euglycemic hyperinsulinemic clamp studies. Moreover, mice are nocturnal feeders, with ∼70% of their daily caloric intake occurring during the dark cycle, and their metabolic rate is much higher than humans. Therefore, an overnight fast in mice is closer to starvation than just food withdrawal. Thus our aim was to assess insulin signaling components from the insulin receptor to downstream targets IRS1, Akt/PKB, GSK3, Erk1/2 and ribosomal protein S6 in muscle, liver and adipose tissue in 5 h versus 16 h (overnight) fasted mice, and the time course (0-30 min) of these phosphorylation events. We also assessed whether re-feeding under 5 h and 16 h fasting conditions was a more robust stimulus than insulin alone. Our study determines that a short food withdrawal from mice, for a period of 5 h, results in a similar insulin-stimulated response in phosphorylation events as the long overnight fast, presenting a more physiological experimental set up. We also demonstrate that in vivo, insulin-stimulated phosphorylation of its signaling components is different between different peripheral tissues, and depending on the tissue(s) and protein(s) of interest, an appropriate time course should be chosen. Copyright © 2010 Elsevier Inc. All rights reserved.

Life is determined by its environment

NASA Astrophysics Data System (ADS)

Torday, John S.; Miller, William B.

2016-10-01

A well-developed theory of evolutionary biology requires understanding of the origins of life on Earth. However, the initial conditions (ontology) and causal (epistemology) bases on which physiology proceeded have more recently been called into question, given the teleologic nature of Darwinian evolutionary thinking. When evolutionary development is focused on cellular communication, a distinctly different perspective unfolds. The cellular communicative-molecular approach affords a logical progression for the evolutionary narrative based on the basic physiologic properties of the cell. Critical to this appraisal is recognition of the cell as a fundamental reiterative unit of reciprocating communication that receives information from and reacts to epiphenomena to solve problems. Following the course of vertebrate physiology from its unicellular origins instead of its overt phenotypic appearances and functional associations provides a robust, predictive picture for the means by which complex physiology evolved from unicellular organisms. With this foreknowledge of physiologic principles, we can determine the fundamentals of Physiology based on cellular first principles using a logical, predictable method. Thus, evolutionary creativity on our planet can be viewed as a paradoxical product of boundary conditions that permit homeostatic moments of varying length and amplitude that can productively absorb a variety of epigenetic impacts to meet environmental challenges.

Life is determined by its environment

PubMed Central

Torday, John S.; Miller, William B.

2016-01-01

A well-developed theory of evolutionary biology requires understanding of the origins of life on Earth. However, the initial conditions (ontology) and causal (epistemology) bases on which physiology proceeded have more recently been called into question, given the teleologic nature of Darwinian evolutionary thinking. When evolutionary development is focused on cellular communication, a distinctly different perspective unfolds. The cellular communicative-molecular approach affords a logical progression for the evolutionary narrative based on the basic physiologic properties of the cell. Critical to this appraisal is recognition of the cell as a fundamental reiterative unit of reciprocating communication that receives information from and reacts to epiphenomena to solve problems. Following the course of vertebrate physiology from its unicellular origins instead of its overt phenotypic appearances and functional associations provides a robust, predictive picture for the means by which complex physiology evolved from unicellular organisms. With this foreknowledge of physiologic principles, we can determine the fundamentals of Physiology based on cellular first principles using a logical, predictable method. Thus, evolutionary creativity on our planet can be viewed as a paradoxical product of boundary conditions that permit homeostatic moments of varying length and amplitude that can productively absorb a variety of epigenetic impacts to meet environmental challenges. PMID:27708547

Measuring dynamic kidney function in an undergraduate physiology laboratory.

PubMed

Medler, Scott; Harrington, Frederick

2013-12-01

Most undergraduate physiology laboratories are very limited in how they treat renal physiology. It is common to find teaching laboratories equipped with the capability for high-resolution digital recordings of physiological functions (muscle twitches, ECG, action potentials, respiratory responses, etc.), but most urinary laboratories still rely on a "dipstick" approach of urinalysis. Although this technique can provide some basic insights into the functioning of the kidneys, it overlooks the dynamic processes of filtration, reabsorption, and secretion. In the present article, we provide a straightforward approach of using renal clearance measurements to estimate glomerular filtration rate, fractional water reabsorption, glucose clearance, and other physiologically relevant parameters. The estimated values from our measurements in laboratory are in close agreement with those anticipated based on textbook parameters. For example, we found glomerular filtration rate to average 124 ± 45 ml/min, serum creatinine to be 1.23 ± 0.4 mg/dl, and fractional water reabsorption to be ∼96.8%. Furthermore, analyses for the class data revealed significant correlations between parameters like fractional water reabsorption and urine concentration, providing opportunities to discuss urine concentrating mechanisms and other physiological processes. The procedures outlined here are general enough that most undergraduate physiology laboratory courses should be able to implement them without difficulty.

Bridging the Gap Between In Vitro Dissolution and the Time Course of Ibuprofen-Mediating Pain Relief.

PubMed

Cristofoletti, Rodrigo; Dressman, Jennifer B

2016-12-01

In vitro-in vivo extrapolation techniques combined with physiologically based pharmacokinetic models represent a feasible approach to establishing links between critical quality attributes and the time course of drug concentrations in vivo. By further integrating the results with pharmacodynamic (PD) models, scientists can also explore the time course of drug effect. The aim of this study was to assess whether differences in dissolution rates would affect the onset, magnitude, and duration of the time course of ibuprofen-mediating pain relief. An integrated in vitro-in vivo extrapolation-physiologically based pharmacokinetic/PD model was used to simulate pharmacokinetic and PD profiles for ibuprofen free acid (IBU-H) and its salts. Two elements of the pharmacokinetic profile, the peak of exposure (C max ) and the time to peak concentration (T max ), were sensitive to dissolution rate, whereas only 1 element of the pharmacodynamic profile was affected, namely the onset of drug action. The C max differences between IBU-H and its salts seem to be mitigated in the (hypothetical) effect compartment because of the concurrent distribution and elimination processes. Furthermore, the predicted maximum concentration in the effect compartment exceeded the EC 80 value, which marks the plateau phase of the PD concentration-response curve, regardless of whether IBU-H or its salts were administered. Understanding the target site distribution kinetics and the potential nonlinearities between exposure and response will assist in setting criteria that are more scientifically based for the demonstration of therapeutic equivalence. Copyright © 2016 American Pharmacists Association®. Published by Elsevier Inc. All rights reserved.

Teaching Science Online: Hands Off Is Not Minds Off!

ERIC Educational Resources Information Center

Schoenfeld-Tacher, Regina; McConnell, Sherry; Schultheiss, Patricia; Bowen, Richard; Jones, Robert

This study used Bloom's Taxonomy in conjunction with new and emerging research paradigms, such as discourse analysis, to examine the outcomes of online science instruction in various biomedical science courses (i.e., histology, histopathology, physiology, microbiology, and farm animal anatomy). By combining quantitative and qualitative data, a…

The Effectiveness of Concept Mapping and Retrieval Practice as Learning Strategies in an Undergraduate Physiology Course

ERIC Educational Resources Information Center

Burdo, Joseph; O'Dwyer, Laura

2015-01-01

Concept mapping and retrieval practice are both educational methods that have separately been reported to provide significant benefits for learning in diverse settings. Concept mapping involves diagramming a hierarchical representation of relationships between distinct pieces of information, whereas retrieval practice involves retrieving…

Biology Grade 10, Science Curriculum Materials.

ERIC Educational Resources Information Center

Bloom, Samuel W.

This teaching guide and syllabus outline is intended for use with pupils whose primary interests are in non-science fields, or who do not intend to enter college. The guide contains suggested activities, both laboratory and discussion, for a course containing the following sections: Introduction to Cells and Life; Animal Physiology; Plant…

Narrated Video Clips Improve Student Learning

ERIC Educational Resources Information Center

Stephens, Philip J.

2017-01-01

The purpose of this study is to determine whether viewing narrated video clips improves student learning. The study was conducted with undergraduate, mostly Biology majors, in an Animal Physiology course held in successive semesters. When both classes were given the same face-to-face lectures and identical online resources their performance on an…

An Interdisciplinary, Non-Credit Community Course in Adult Development and Aging.

ERIC Educational Resources Information Center

Wray, Robert P.

Aided by the Georgia Community Continuing Education Service (State Agency, Title 1, Higher Educational Act of 1965), the University of Georgia Council on Gerontology induced Georgia colleges and universities to cooperate to help practitioners and community leaders learn about the sociological, physiological, psychological, economic, and community…

Your STAND on Health: 7391.01.

ERIC Educational Resources Information Center

Faulkner, Brenda

This program is designed to present factual information and activities so that students may learn safety and first aid procedures; the physiological and psychological effects of substance abuse; and the signs, symptoms and consequences of venereal diseases. The course is aimed at junior high coeducational groups and was developed as part of a…

Drawing on Student Knowledge of Neuroanatomy and Neurophysiology

ERIC Educational Resources Information Center

Slominski, Tara N.; Momsen, Jennifer L.; Montplaisir, Lisa M.

2017-01-01

Drawings are an underutilized assessment format in Human Anatomy and Physiology (HA&P), despite their potential to reveal student content understanding and alternative conceptions. This study used student-generated drawings to explore student knowledge in a HA&P course. The drawing tasks in this study focused on chemical synapses between…

Postdoctoral Fellowship Program in Educational Research. Final Technical Report.

ERIC Educational Resources Information Center

Morgan, William P.

During his postdoctoral fellowship year, Dr. Morgan took formal course work in computer programing, advanced research design, projective techniques, the physiology of aging, and hypnosis. He also attended weekly seminars in the Institute of Environmental Stress and conducted an investigation entitled "The Alteration of Perceptual and Metabolic…

In vivo measurement of human body composition

NASA Technical Reports Server (NTRS)

Pace, N.

1974-01-01

The time course of physiological changes that occur during the first 21 days of continuous bed rest was examined. The test involved a total of 14 men in the age range of 25 to 36 years. The subjects were divided into groups and tested on a staggered schedule. Results are presented.

The Process of Fear Reduction Through Systematic Desensitization

ERIC Educational Resources Information Center

Schroeder, Harold E.; Rich, Alex R.

1976-01-01

This study investigated the process of fear change during a course of systematic desensitization therapy. Behavioral, subjective, and physiological measures of fear were taken following each of eight therapy sessions. Changes in one fear system did not appear to be primary in initiating changes in the other fear systems. (Author)

Topic Outlines in Microbiology: An Instructor's Guide for Junior and Community Colleges.

ERIC Educational Resources Information Center

American Society for Microbiology, Washington, DC.

This resource guide presents subject matter organized in outline form for four topical areas: introductory microbiology; medical microbiology; microbial genetics; and microbial physiology. The first two units comprise the two most frequently taught microbiology courses in community and junior colleges. The outlines for microbial genetics and…

On-Line Computer Testing: Implementation and Endorsement.

ERIC Educational Resources Information Center

Gwinn, John F.; Beal, Loretta F.

1988-01-01

Describes an interactive computer-testing and record-keeping system that was implemented for a self-paced anatomy and physiology course. Results of exploratory research are reported that focus on student preference for online testing, test anxiety, attitude, and achievement; and suggestions are given for integrating a computer-testing program into…

Exploring Examiner Judgement of Professional Competence in Rater Based Assessment

ERIC Educational Resources Information Center

Naumann, Fiona L.; Marshall, Stephen; Shulruf, Boaz; Jones, Philip D.

2016-01-01

Exercise physiology courses have transitioned to competency based, forcing Universities to rethink assessment to ensure students are competent to practice. This study built on earlier research to explore rater cognition, capturing factors that contribute to assessor decision making about students' competency. The aims were to determine the source…

Promoting Exercise and Physical Fitness in the Medical School Curriculum.

ERIC Educational Resources Information Center

Cohen, Jerome D.; And Others

1988-01-01

An elective course focusing on exercise physiology and cardiovascular fitness offered at the Saint Louis University School of Medicine consists of weekly lectures and student self-designed fitness programs. Student participation correlates with significantly increased levels of student maximum oxygen consumption, a moderate training effect.…

Bacillus mojavensis RRC101 lipopeptides provoke physiological and metabolic changes in the course of antagonism against Fusarium verticillioides

USDA-ARS?s Scientific Manuscript database

The mycotoxigenic pathogen Fusarium verticillioides threatens the quality and utility of maize across industrial and agricultural purposes. Chemical control is complicated by the intimate endophytic lifestyle of the pathogen with its host. Bacillus mojavensis RRC 101, a maize10 endophytic bacteriu...

Integrative Medicine for Gastrointestinal Disease

PubMed Central

Cohen, Ezra M.; Cohen, Jonah

2017-01-01

SYNOPSIS Gastrointestinal conditions are prevalent in the population and account for significant morbidity and healthcare costs. Patients with gastrointestinal conditions frequently use integrative medicine. There is growing evidence that integrative medicine approaches can improve symptoms and, in some cases, directly affect physiology and disease course. In this article we review the data on some of the most common and well-studied approaches including mind-body therapies, acupuncture, diet, probiotics, and other dietary supplements and herbs in gastroesophageal reflux disease, inflammatory bowel disease, irritable bowel syndrome, non-alcoholic fatty liver disease, and nausea and vomiting. While clear recommendations can be made for some conditions, in others there are challenges in translating these findings due to small study size, lack of standardization, and trial heterogeneity. PMID:28501229

The health abnormalities under the technogenic exposures risks analysis

NASA Astrophysics Data System (ADS)

Fedorova, E. V.; Malyshev, V. S.; Borovkova, A. M.

2017-11-01

A number of the medico-ecological orientation subjects are included in the curricula of the masters being trained in the teaching course 13.04.02 “Power industry and electrical equipment” and had elected the courses “Anthropogenic safety in power industry and electrical equipment” of the engineering ecology and labor safety department (EE and LS) of NRU “MPEI”. The anthropogenic safety specialist is to know all consequences suffers of such disciplines on account of the human person being influenced with the anthropogenic stress firstly. Energetic is to be obviously foreground in the environment pollution. Carbon, sulfurs, nitrogen oxides, heavy metals compounds, soot particles, benzapiren are arrived to the atmospheric air. The receipt of the harmful substances with an inhaled air leads to the respiratory organs pathology, organism adaptation properties tension and the population morbidity increase. The discipline “The Human physiology” developed on EE and LS chair and being taught of the first course of a magistracy first semester, helps to understand these above-mentioned processes. The general questions of human physiology being besides, all the students are gotten acquainted with ecological and production factors on a human body adverse impacts consequences and with the methods of its analysis, prevention and health risks studies. The most part of a course is presented with the practical trainings permitting the students to gain the basic skills of an organism functional condition main systems for analysis. The innovative “bronkhofonografiya” technique (with the CDC applications “Pattern-1” EE and LS chairs developed) is used for the respiratory organs conditions analysis along with the traditional spirometry methods.

Modified GAP index for prediction of acute exacerbation of idiopathic pulmonary fibrosis in non-small cell lung cancer.

PubMed

Kobayashi, Haruki; Omori, Shota; Nakashima, Kazuhisa; Wakuda, Kazushige; Ono, Akira; Kenmotsu, Hirotsugu; Naito, Tateaki; Murakami, Haruyasu; Endo, Masahiro; Takahashi, Toshiaki

2017-10-01

Predicting the incidence rate of acute exacerbation (AE) of idiopathic pulmonary fibrosis (IPF) and its prognosis in patients with non-small cell lung cancer (NSCLC) and IPF is difficult. The aim was to study the incidence of IPF-AE during the clinical course of the disease and its prognosis in patients with both NSCLC and IPF. In this retrospective study, we compared the incidence rate of AE during the clinical course of the disease as well as the 1-year survival rate and overall survival (OS) of patients with NSCLC and IPF using a modified gender, age and physiology (mGAP) staging system based on gender, age and percent predicted forced vital capacity. Of 43 patients with NSCLC and IPF included in the final analysis, 17 patients (40%; 95% CI: 26-54%) experienced AE during the clinical course of the disease. One-year survival and median OS were 41.9% (95% CI: 28-57%) and 9.4 months, respectively. Further analysis showed that the incidence of IPF-AE gradually increased and that the 1-year survival rate and median OS gradually decreased with increasing mGAP index score and stage. Our study suggested that mGAP index score and cancer stage may predict IPF-AE and its prognosis in patients with NSCLC and IPF. © 2017 Asian Pacific Society of Respirology.

Evaluation of an international doctoral educational program in space life sciences: The Helmholtz Space Life Sciences Research School (SpaceLife) in Germany

NASA Astrophysics Data System (ADS)

Hellweg, C. E.; Spitta, L. F.; Kopp, K.; Schmitz, C.; Reitz, G.; Gerzer, R.

2016-01-01

Training young researchers in the field of space life sciences is essential to vitalize the future of spaceflight. In 2009, the DLR Institute of Aerospace Medicine established the Helmholtz Space Life Sciences Research School (SpaceLife) in cooperation with several universities, starting with 22 doctoral candidates. SpaceLife offered an intensive three-year training program for early-stage researchers from different fields (biology, biomedicine, biomedical engineering, physics, sports, nutrition, plant and space sciences). The candidates passed a multistep selection procedure with a written application, a self-presentation to a selection committee, and an interview with the prospective supervisors. The selected candidates from Germany as well as from abroad attended a curriculum taught in English. An overview of space life sciences was given in a workshop with introductory lectures on space radiation biology and dosimetry, space physiology, gravitational biology and astrobiology. The yearly Doctoral Students' Workshops were also interdisciplinary. During the first Doctoral Students' Workshop, every candidate presented his/her research topic including hypothesis and methods to be applied. The progress report was due after ∼1.5 years and a final report after ∼3 years. The candidates specialized in their subfield in advanced lectures, Journal Clubs, practical trainings, lab exchanges and elective courses. The students attended at least one transferable skills course per year, starting with a Research Skills Development course in the first year, a presentation and writing skills course in the second year, and a career and leadership course in the third year. The whole program encompassed 303 h and was complemented by active conference participation. In this paper, the six years' experience with this program is summarized in order to guide other institutions in establishment of structured Ph.D. programs in this field. The curriculum including elective courses is documented. The applicants' statistics revealed that personal contacts and the DLR website were most important the recruitment of doctoral candidates. The evaluation of the application and selection procedure revealed that prediction of thesis success based on master thesis mark or evaluation by the selection committee is difficult. SpaceLife Doctoral Students greatly contributed to the scientific output in terms of peer-reviewed publications of the Institute of Aerospace Medicine with a peak in the fourth year after start of the thesis and they continuously received awards for their scientific work.

Common student misconceptions in exercise physiology and biochemistry.

PubMed

Morton, James P; Doran, Dominic A; Maclaren, Don P M

2008-06-01

The present study represents a preliminary investigation designed to identify common misconceptions in students' understanding of physiological and biochemical topics within the academic domain of sport and exercise sciences. A specifically designed misconception inventory (consisting of 10 multiple-choice questions) was administered to a cohort of level 1, 2, and 3 undergraduate students enrolled in physiology and biochemistry-related modules of the BSc Sport Science degree at the authors' institute. Of the 10 misconceptions proposed by the authors, 9 misconceptions were confirmed. Of these nine misconceptions, only one misconception appeared to have been alleviated by the current teaching strategy employed during the progression from level 1 to 3 study. The remaining eight misconceptions prevailed throughout the course of the degree program, suggesting that students enter and leave university with the same misconceptions in certain areas of exercise physiology and biochemistry. The possible origins of these misconceptions are discussed, as are potential teaching strategies to prevent and/or remediate them for future years.

The effectiveness of separating theory and practicum as a conduit to learning physiology.

PubMed

Schuijers, Johannes A; McDonald, Stuart J; Julien, Brianna L; Lexis, Louise A; Thomas, Colleen J; Chan, Siew; Samiric, T

2013-06-01

Many conventional science courses contain subjects embedded with laboratory-based activities. However, research on the benefits of positioning the practicals within the theory subject or developing them distinctly from the theory is largely absent. This report compared results in a physiology theory subject among three different cohorts of students: those taking the theory subject alone, those taking it concurrent with a physiology practicum subject, and those who previously took the subject when it had practicums embedded within the one subject. The path model shows that students taking both physiology theory and physiology practicum attained a significantly higher result in online tests compared with those who took the theory subject alone (P < 0.05) and that this translated to a significantly higher result in the end-of-semester examination. Similarly, students taking both physiology theory and the physiology practicum attained a significantly higher end-examination result compared with those who took the physiology subject in previous years when the practicums were embedded within the theory subject (P < 0.05). In both cases, this increase was largely attained in components that tested critical thinking and deep learning (short theory application questions and extended written questions). We conclude that students undertaking both physiology theory and the physiology practicum likely performed better in the theory subject due to better problem-solving skills and a more developed understanding of theoretical content. We suggest that consideration be given in all science curricula to the separation of theory and practicum by developing two subjects with clearly defined different learning outcomes.

Teaching biochemistry to medical students in Singapore--from organic chemistry to problem-based learning.

PubMed

Khoo, H E

2005-07-01

The medical faculty in the National University of Singapore started in 1905 but the Chair in Biochemistry was only established in 1927. For many years the biochemistry course consisted of the teaching of the organic chemistry of substances of physiological importance, nutrition, metabolism and hormones. In 1961, clinical biochemistry was introduced and in the 1980s, genetics and molecular biology were included. By then, most of the organic chemistry content had been removed as greater emphasis was placed on clinical correlation. Laboratory classes consisted of mock glucose tolerance tests and the measurement of various enzymes. By the 1990s, students were no longer interested in such practical classes, so a bold decision was made around 1995 to remove laboratory classes from the curriculum. Unfortunately, this meant that the medical students who might have been interested in laboratory work could no longer do such work. However, the new curriculum in 1999 gave the department an opportunity to offer a laboratory course as an elective for interested students. This new curriculum adopted an integrated approach with Genetics being taught as part of Paediatrics, and a new module (Structural and Cell Biology) comprising aspects of cell biology and biochemistry was introduced. This module is currently taught by staff from Anatomy, Physiology and Biochemistry. Some biochemistry content is now incorporated into the clinical problem scenarios of problem-based learning such as jaundice, diabetes mellitus, anorexia nervosa, etc. So the evolution of teaching biochemistry to medical students in Singapore has paralleled worldwide trends and moved from the didactic teaching of organic chemistry of biomolecules to problem-based learning using clinical cases.

Intersection of Stress, Social Disadvantage, and Life Course Processes: Reframing Trauma and Mental Health.

PubMed

Nurius, Paula S; Uehara, Edwina; Zatzick, Douglas F

2013-04-01

This paper describes the intersection of converging lines of research on the social structural, psychosocial, and physiological factors involved in the production of stress and implications for the field of mental health. Of particular interest are the stress sensitization consequences stemming from exposure to adversity over the life course. Contemporary stress sensitization theory provides important clinical utility in articulating mechanisms through which these multiple levels exert influence on mental health. Stress sensitization models (a) extend understanding of neurobiological and functional contexts within which extreme stressors operate and (b) make clear how these can influence psychologically traumatic outcomes. The value of interventions that are sensitive to current contexts as well as life course profiles of cumulative stress are illustrated through recent treatment innovations.

Intersection of Stress, Social Disadvantage, and Life Course Processes: Reframing Trauma and Mental Health

PubMed Central

Nurius, Paula S.; Uehara, Edwina; Zatzick, Douglas F.

2015-01-01

This paper describes the intersection of converging lines of research on the social structural, psychosocial, and physiological factors involved in the production of stress and implications for the field of mental health. Of particular interest are the stress sensitization consequences stemming from exposure to adversity over the life course. Contemporary stress sensitization theory provides important clinical utility in articulating mechanisms through which these multiple levels exert influence on mental health. Stress sensitization models (a) extend understanding of neurobiological and functional contexts within which extreme stressors operate and (b) make clear how these can influence psychologically traumatic outcomes. The value of interventions that are sensitive to current contexts as well as life course profiles of cumulative stress are illustrated through recent treatment innovations. PMID:25729337

In pursuit of a holistic learning environment: the impact of music in the medical physiology classroom.

PubMed

Modell, Harold I; DeMiero, Frank G; Rose, Louise

2009-03-01

A holistic learning environment is one that nurtures all aspects of students' learning. The environment is safe, supportive, and provides opportunities to help students deal with nonacademic as well as academic factors that impact their learning. Creation of such an environment requires the establishment of a supportive learning community. For a variety of reasons, establishing such a learning community of first-year medical students can be challenging. This communication presents one approach to meeting this challenge in a medical school Human Physiology course. Steps were taken at the beginning of the course to create the community, and activities designed to reinforce these efforts were incorporated into the course as it progressed. Two pilot studies were conducted to test the hypothesis that providing students with a participatory music experience may help to promote a holistic learning environment by helping them restore a sense of balance to their emotional well-being as well as reinforce a sense of community in the classroom. Student response to these activities indicated that these efforts provided emotional support during stressful periods during the quarter, helped promote a feeling of safety within the environment, and re-energized the class during long class sessions. This project illustrates that each instructor, within the confines of his/her own classroom, can make a significant contribution to achieving a holistic learning environment for his/her students.

An instructional design process based on expert knowledge for teaching students how mechanisms are explained

PubMed Central

Anderson, Trevor R.; Pelaez, Nancy J.

2016-01-01

In biology and physiology courses, students face many difficulties when learning to explain mechanisms, a topic that is demanding due to the immense complexity and abstract nature of molecular and cellular mechanisms. To overcome these difficulties, we asked the following question: how does an instructor transform their understanding of biological mechanisms and other difficult-to-learn topics so that students can comprehend them? To address this question, we first reviewed a model of the components used by biologists to explain molecular and cellular mechanisms: the MACH model, with the components of methods (M), analogies (A), context (C), and how (H). Next, instructional materials were developed and the teaching activities were piloted with a physical MACH model. Students who used the MACH model to guide their explanations of mechanisms exhibited both improvements and some new difficulties. Third, a series of design-based research cycles was applied to bring the activities with an improved physical MACH model into biology and biochemistry courses. Finally, a useful rubric was developed to address prevalent student difficulties. Here, we present, for physiology and biology instructors, the knowledge and resources for explaining molecular and cellular mechanisms in undergraduate courses with an instructional design process aimed at realizing pedagogical content knowledge for teaching. Our four-stage process could be adapted to advance instruction with a range of models in the life sciences. PMID:27231262

Apoptosis in muscle-to-meat aging process: The omic witness.

PubMed

Longo, Valentina; Lana, Alessandro; Bottero, Maria Teresa; Zolla, Lello

2015-07-01

Meat derives from a muscle that undergoes a great number of biochemical and physiological changes. The anoxic condition established from the moment of animal sacrifice forces muscle cells to a sort of reaction, resulting in methodical programmed cell death to avoid necrosis. The duality autophagy and/or apoptosis is at the center of the scientific debate about the biological processes driving the muscle to meat conversion. Here we report an omic time course overview carried on proteome, phosphoproteome and metabolome of Piedmontese longissimus thoracis muscle searching for clues helping us to extricate through the dilemma. The survey depicts a progressive physiological impairing and our evidences push towards the apoptotic behavior: the proteomic time course trend of annexin A2, RKIP, HSPB6, αB crystalline, adenylate kinase, DJ-1 and 31kDa actin fragment; the 0-1day increased phosphorylation of myosin 2 and synaptopodin and the metabolomic time course trend of key metabolic indicators, like GSH/GSSG ratio, taurine and nitrotyrosine. The employed techniques provide strong indications about the likely apoptotic behavior of aging meat in muscle-to-meat conversion process. Our work underlines compelling evidences of the apoptotic behavior of Piedmontese beef muscle cells undergoing the muscle-to-meat process, whereas no autophagic clues are inferred from this omic investigation. Copyright © 2015 Elsevier B.V. All rights reserved.

Metabolic survey of Botryococcus braunii: Impact of the physiological state on product formation.

PubMed

Blifernez-Klassen, Olga; Chaudhari, Swapnil; Klassen, Viktor; Wördenweber, Robin; Steffens, Tim; Cholewa, Dominik; Niehaus, Karsten; Kalinowski, Jörn; Kruse, Olaf

2018-01-01

The microalga Botryococcus braunii is widely regarded as a potential renewable and sustainable source for industrial applications because of its capability to produce large amounts of metabolically expensive (exo-) polysaccharides and lipids, notably hydrocarbons. A comprehensive and systematic metabolic characterization of the Botryococcus braunii race A strain CCAP 807/2 was conducted within the present study, including the detailed analysis of growth-associated and physiological parameters. In addition, the intracellular metabolome was profiled for the first time and showed growth- and product-specific fluctuations in response to the different availability of medium resources during the cultivation course. Among the identified metabolites, a constant expression of raffinose was observed for the first time under standard conditions, which has until now only been described for higher plants. Overall, the multilayered analysis during the cultivation of strain CCAP 807/2 allowed the differentiation of four distinct physiological growth phases and revealed differences in the production profiles and content of liquid hydrocarbons and carbohydrates with up to 84% of organic dry weight (oDW). In the process, an enhanced production of carbohydrates with up to 63% of oDW (1.36±0.03 g L-1) could be observed during the late linear growth phase, whereas the highest accumulation of extracellular hydrocarbons with up to 24% of oDW (0.66±0.12 g L-1) occurred mainly during the stationary growth phase. Altogether, the knowledge obtained is potentially useful for the general understanding of the overall physiology of Botryococcus braunii and provide important insights into the growth behavior and product formation of this microalga, and is thus relevant for large scale biofuel production and industrial applications.

Outcome and prognostic factors in critically ill patients with systemic lupus erythematosus: a retrospective study.

PubMed

Hsu, Chia-Lin; Chen, Kuan-Yu; Yeh, Pu-Sheng; Hsu, Yeong-Long; Chang, Hou-Tai; Shau, Wen-Yi; Yu, Chia-Li; Yang, Pan-Chyr

2005-06-01

Systemic lupus erythematosus (SLE) is an archetypal autoimmune disease, involving multiple organ systems with varying course and prognosis. However, there is a paucity of clinical data regarding prognostic factors in SLE patients admitted to the intensive care unit (ICU). From January 1992 to December 2000, all patients admitted to the ICU with a diagnosis of SLE were included. Patients were excluded if the diagnosis of SLE was established at or after ICU admission. A multivariate logistic regression model was applied using Acute Physiology and Chronic Health Evaluation II scores and variables that were at least moderately associated (P < 0.2) with survival in the univariate analysis. A total of 51 patients meeting the criteria were included. The mortality rate was 47%. The most common cause of admission was pneumonia with acute respiratory distress syndrome. Multivariate logistic regression analysis showed that intracranial haemorrhage occurring while the patient was in the ICU (relative risk = 18.68), complicating gastrointestinal bleeding (relative risk = 6.97) and concurrent septic shock (relative risk = 77.06) were associated with greater risk of dying, whereas causes of ICU admission and Acute Physiology and Chronic Health Evaluation II score were not significantly associated with death. The mortality rate in critically ill SLE patients was high. Gastrointestinal bleeding, intracranial haemorrhage and septic shock were significant prognostic factors in SLE patients admitted to the ICU.

Contemporary Natural History and Management of Nonobstructive Hypertrophic Cardiomyopathy.

PubMed

Maron, Martin S; Rowin, Ethan J; Olivotto, Iacopo; Casey, Susan A; Arretini, Anna; Tomberli, Benedetta; Garberich, Ross F; Link, Mark S; Chan, Raymond H M; Lesser, John R; Maron, Barry J

2016-03-29

Left ventricular outflow tract gradients are absent in an important proportion of patients with hypertrophic cardiomyopathy (HCM). However, the natural course of this important patient subgroup remains largely unresolved. The authors systematically employed exercise (stress) echocardiography to define those patients without obstruction to left ventricular outflow at rest and/or under physiological exercise and to examine their natural history and clinical course to create a more robust understanding of this complex disease. We prospectively studied 573 consecutive HCM patients in 3 centers (44 ± 17 years; 66% male) with New York Heart Association functional class I/II symptoms at study entry, including 249 in whom left ventricular outflow tract obstruction was absent both at rest and following physiological exercise (<30 mm Hg; nonobstructive HCM) and retrospectively assembled clinical follow-up data. Over a median follow-up of 6.5 years, 225 of 249 nonobstructive patients (90%) remained in classes I/II, whereas 24 (10%) developed progressive heart failure to New York Heart Association functional classes III/IV. Nonobstructive HCM patients were less likely to experience advanced limiting class III/IV symptoms than the 324 patients with outflow obstruction (1.6%/year vs. 7.4%/year rest obstruction vs. 3.2%/year provocable obstruction; p < 0.001). However, 7 nonobstructive patients (2.8%) did require heart transplantation for progression to end stage versus none of the obstructive patients. HCM-related mortality among nonobstructive patients was low (n = 8; 0.5%/year), with 5- and 10-year survival rates of 99% and 97%, respectively, which is not different from expected all-cause mortality in an age- and sex-matched U.S. population (p = 0.15). HCM patients with nonobstructive disease appear to experience a relatively benign clinical course, associated with a low risk for advanced heart failure symptoms, other disease complications, and HCM-related mortality, and largely without the requirement for major treatment interventions. A small minority of nonobstructive HCM patients progress to heart transplant. Copyright © 2016 American College of Cardiology Foundation. Published by Elsevier Inc. All rights reserved.

"They Sweat for Science": The Harvard Fatigue Laboratory and Self-Experimentation in American Exercise Physiology.

PubMed

Johnson, Andi

2015-08-01

In many scientific fields, the practice of self-experimentation waned over the course of the twentieth century. For exercise physiologists working today, however, the practice of self-experimentation is alive and well. This paper considers the role of the Harvard Fatigue Laboratory and its scientific director, D. Bruce Dill, in legitimizing the practice of self-experimentation in exercise physiology. Descriptions of self-experimentation are drawn from papers published by members of the Harvard Fatigue Lab. Attention is paid to the ethical and practical justifications for self-experimentation in both the lab and the field. Born out of the practical, immediate demands of fatigue protocols, self-experimentation performed the long-term, epistemological function of uniting physiological data across time and space, enabling researchers to contribute to a general human biology program.

Transcriptomic Profiling of High-Density Giardia Foci Encysting in the Murine Proximal Intestine.

PubMed

Pham, Jonathan K; Nosala, Christopher; Scott, Erica Y; Nguyen, Kristofer F; Hagen, Kari D; Starcevich, Hannah N; Dawson, Scott C

2017-01-01

Giardia is a highly prevalent, understudied protistan parasite causing significant diarrheal disease worldwide. Its life cycle consists of two stages: infectious cysts ingested from contaminated food or water sources, and motile trophozoites that colonize and attach to the gut epithelium, later encysting to form new cysts that are excreted into the environment. Current understanding of parasite physiology in the host is largely inferred from transcriptomic studies using Giardia grown axenically or in co-culture with mammalian cell lines. The dearth of information about the diversity of host-parasite interactions occurring within distinct regions of the gastrointestinal tract has been exacerbated by a lack of methods to directly and non-invasively interrogate disease progression and parasite physiology in live animal hosts. By visualizing Giardia infections in the mouse gastrointestinal tract using bioluminescent imaging (BLI) of tagged parasites, we recently showed that parasites colonize the gut in high-density foci. Encystation is initiated in these foci throughout the entire course of infection, yet how the physiology of parasites within high-density foci in the host gut differs from that of cells in laboratory culture is unclear. Here we use BLI to precisely select parasite samples from high-density foci in the proximal intestine to interrogate in vivo Giardia gene expression in the host. Relative to axenic culture, we noted significantly higher expression (>10-fold) of oxidative stress, membrane transporter, and metabolic and structural genes associated with encystation in the high-density foci. These differences in gene expression within parasite foci in the host may reflect physiological changes associated with high-density growth in localized regions of the gut. We also identified and verified six novel cyst-specific proteins, including new components of the cyst wall that were highly expressed in these foci. Our in vivo transcriptome data support an emerging view that parasites encyst early in localized regions in the gut, possibly as a consequence of nutrient limitation, and also impact local metabolism and physiology.

Space Medicine

NASA Technical Reports Server (NTRS)

Pool, Sam L.

2000-01-01

The National Academy of Sciences Committee on Space Biology and Medicine points out that space medicine is unique among space sciences, because in addition to addressing questions of fundamental scientific interest, it must address clinical or human health and safety issues as well. Efforts to identify how microgravity affects human physiology began in earnest by the United States in 1960 with the establishment of the National Aeronautics and Space Administration (NASA's) Life Sciences program. Before the first human space missions, prediction about the physiological effects of microgravity in space ranged from extremely severe to none at all. The understanding that has developed from our experiences in space to date allows us to be guardedly optimistic about the ultimate accommodations of humans to space flight. Only by our travels into the microgravity environment of space have we begun to unravel the mysteries associated with gravity's role in shaping human physiology. Space medicine is still at its very earliest stages. Development of this field has been slow for several reasons, including the limited number of space flights, the small number of research subjects, and the competition within the life sciences community and other disciplines for flight opportunities. The physiological changes incurred during space flight may have a dramatic effect on the course of an injury or illness. These physiological changes present an exciting challenge for the field of space medicine: how to best preserve human health and safety while simultaneously deciphering the effects of microgravity on human performance. As the United States considers the future of humans in long-term space travel, it is essential that the many mysteries as to how microgravity affects human systems be addressed with vigor. Based on the current state of our knowledge, the justification is excellent indeed compelling- for NASA to develop a sophisticated capability in space medicine. Teams of physicians and scientists should be actively engaged in fundamental and applied research designed to ensure that it is safe for humans to routinely and repeatedly stay and work in the microgravity environment of space.

Transcriptomic Profiling of High-Density Giardia Foci Encysting in the Murine Proximal Intestine

PubMed Central

Pham, Jonathan K.; Nosala, Christopher; Scott, Erica Y.; Nguyen, Kristofer F.; Hagen, Kari D.; Starcevich, Hannah N.; Dawson, Scott C.

2017-01-01

Giardia is a highly prevalent, understudied protistan parasite causing significant diarrheal disease worldwide. Its life cycle consists of two stages: infectious cysts ingested from contaminated food or water sources, and motile trophozoites that colonize and attach to the gut epithelium, later encysting to form new cysts that are excreted into the environment. Current understanding of parasite physiology in the host is largely inferred from transcriptomic studies using Giardia grown axenically or in co-culture with mammalian cell lines. The dearth of information about the diversity of host-parasite interactions occurring within distinct regions of the gastrointestinal tract has been exacerbated by a lack of methods to directly and non-invasively interrogate disease progression and parasite physiology in live animal hosts. By visualizing Giardia infections in the mouse gastrointestinal tract using bioluminescent imaging (BLI) of tagged parasites, we recently showed that parasites colonize the gut in high-density foci. Encystation is initiated in these foci throughout the entire course of infection, yet how the physiology of parasites within high-density foci in the host gut differs from that of cells in laboratory culture is unclear. Here we use BLI to precisely select parasite samples from high-density foci in the proximal intestine to interrogate in vivo Giardia gene expression in the host. Relative to axenic culture, we noted significantly higher expression (>10-fold) of oxidative stress, membrane transporter, and metabolic and structural genes associated with encystation in the high-density foci. These differences in gene expression within parasite foci in the host may reflect physiological changes associated with high-density growth in localized regions of the gut. We also identified and verified six novel cyst-specific proteins, including new components of the cyst wall that were highly expressed in these foci. Our in vivo transcriptome data support an emerging view that parasites encyst early in localized regions in the gut, possibly as a consequence of nutrient limitation, and also impact local metabolism and physiology. PMID:28620589

Improving consistency in large laboratory courses: a design for a standardized practical exam.

PubMed

Chen, Xinnian; Graesser, Donnasue; Sah, Megha

2015-06-01

Laboratory courses serve as important gateways to science, technology, engineering, and mathematics education. One of the challenges in assessing laboratory learning is to conduct meaningful and standardized practical exams, especially for large multisection laboratory courses. Laboratory practical exams in life sciences courses are frequently administered by asking students to move from station to station to answer questions, apply knowledge gained during laboratory experiments, interpret data, and identify various tissues and organs using various microscopic and gross specimens. This approach puts a stringent time limit on all questions regardless of the level of difficulty and also invariably increases the potential risk of cheating. To avoid potential cheating in laboratory courses with multiple sections, the setup for practical exams is often changed in some way between sections. In laboratory courses with multiple instructors or teaching assistants, practical exams may be handled inconsistently among different laboratory sections, due to differences in background knowledge, perceptions of the laboratory goals, or prior teaching experience. In this article, we describe a design for a laboratory practical exam that aims to align the assessment questions with well-defined laboratory learning objectives and improve the consistency among all laboratory sections. Copyright © 2015 The American Physiological Society.

Undergraduate medical academic performance is improved by scientific training.

PubMed

Zhang, Lili; Zhang, Wei; Wu, Chong; Liu, Zhongming; Cai, Yunfei; Cao, Xingguo; He, Yushan; Liu, Guoxiang; Miao, Hongming

2017-09-01

The effect of scientific training on course learning in undergraduates is still controversial. In this study, we investigated the academic performance of undergraduate students with and without scientific training. The results show that scientific training improves students' test scores in general medical courses, such as biochemistry and molecular biology, cell biology, physiology, and even English. We classified scientific training into four levels. We found that literature reading could significantly improve students' test scores in general courses. Students who received scientific training carried out experiments more effectively and published articles performed better than their untrained counterparts in biochemistry and molecular biology examinations. The questionnaire survey demonstrated that the trained students were more confident of their course learning, and displayed more interest, motivation and capability in course learning. In summary, undergraduate academic performance is improved by scientific training. Our findings shed light on the novel strategies in the management of undergraduate education in the medical school. © 2017 by The International Union of Biochemistry and Molecular Biology, 45(5):379-384, 2017. © 2017 The International Union of Biochemistry and Molecular Biology.

The UNSIN Project: Exploring the Molecular Physiology of Sins

ERIC Educational Resources Information Center

Naji, Faysal; Salci, Lauren; Hoit, Graeme; Rangachari, P. K.

2012-01-01

Although active learning works, promoting it in large undergraduate science classes is difficult. Here, three students (F. Naji, L. Salci, and G. Hoit) join their teacher (P. K. Rangachari) in describing one such attempt. Two cohorts in a first-year undergraduate biology course explored the molecular underpinnings of human misbehavior. Students…

Medical Laboratory Technician--Hematology, Serology, Blood Banking, and Immunohematology (AFSC 90470).

ERIC Educational Resources Information Center

Thompson, Joselyn H.

This three-volume student text is designed for use by Air Force personnel enrolled in a self-study extension course for medical laboratory technicians. Covered in the individual volumes are hematology (the physiology of blood, complete blood counts and related studies, erythrocyte studies, leukocyte and thrombocyte maturation, and blood…

Mathematical Skills in Undergraduate Students. A Ten-Year Survey of a Plant Physiology Course

ERIC Educational Resources Information Center

Llamas, A.; Vila, F.; Sanz, A.

2012-01-01

In the health and life sciences and many other scientific disciplines, problem solving depends on mathematical skills. However, significant deficiencies are commonly found in this regard in undergraduate students. In an attempt to understand the underlying causes, and to improve students' performances, this article describes a ten-year survey…

Students' Illustrations of the Human Nervous System as a Formative Assessment Tool

ERIC Educational Resources Information Center

Ranaweera, Sisika Priyani Nelum; Montplaisir, Lisa Marie

2010-01-01

The purpose of this study was to explore students' knowledge and learning of the human nervous system (HNS) in an introductory undergraduate Human Anatomy and Physiology course. Classroom observations, demographic data, a preinstructional unit test with drawings, and a postinstructional unit test with drawings were used to identify students'…

Problem-Based Learning in Physics: The Power of Students Teaching Students.

ERIC Educational Resources Information Center

Duch, Barbara J.

1996-01-01

Describes an honors general physics course designed to demonstrate to students that physics is vital to their understanding of physiology, medicine, the human body, rehabilitation, and other health fields. Presents evidence that indicates that active group learning and connections to real-world applications help students learn physics and apply…

Behavioral and Physiological Effects of Leukotriene C4

DTIC Science & Technology

1990-01-01

Vasoconstrictor effects of the same time course as that found for the sup- leukotrienes C4 and D4 in the feline mesenteric pression of locomotor...of dogs by leukotriene 34. Roth D M. Lefer D L, Hock C E, Lefer A M. C4. Journal of the American College of Cardiology Effects of peptide

Another Strategy for Teaching Histology to A&P Students: Classification versus Memorization.

ERIC Educational Resources Information Center

Bavis, Ryan W.; Seveyka, Jerred; Shigeoka, Cassie A.

2000-01-01

Defines dichotomous keys as common learning tools based on identification rather than memorization. Provides an example of a dichotomous key developed for introducing histology in human anatomy and physiology (A&P) courses and explains how students can use the dichotomous key. Discusses the goals of the exercises and the process of…

Evaluation of a Lecture Recording System in a Medical Curriculum

ERIC Educational Resources Information Center

Bacro, Thierry R. H.; Gebregziabher, Mulugeta; Fitzharris, Timothy P.

2010-01-01

Recently, the Medical University of South Carolina adopted a lecture recording system (LRS). A retrospective study of LRS was implemented to document the students' perceptions, pattern of usage, and impact on the students' grades in three basic sciences courses (Cell Biology/Histology, Physiology, and Neurosciences). The number of accesses and…

Circadian Modulation of Short-Term Memory in "Drosophila"

ERIC Educational Resources Information Center

Lyons, Lisa C.; Roman, Gregg

2009-01-01

Endogenous biological clocks are widespread regulators of behavior and physiology, allowing for a more efficient allocation of efforts and resources over the course of a day. The extent that different processes are regulated by circadian oscillators, however, is not fully understood. We investigated the role of the circadian clock on short-term…

Hot Flashes and Panic Attacks: A Comparison of Symptomatology, Neurobiology, Treatment, and a Role for Cognition

ERIC Educational Resources Information Center

Hanisch, Laura J.; Hantsoo, Liisa; Freeman, Ellen W.; Sullivan, Gregory M.; Coyne, James C.

2008-01-01

Despite decades of research, the causal mechanisms of hot flashes are not adequately understood, and a biopsychosocial perspective on hot flashes remains underdeveloped. This article explores overlooked parallels between hot flashes and panic attacks within 5 areas: course and symptomatology, physiological indicators, neurocircuitry and…

A PHYSIOLOGICALLY-BASED PHARMACOKINETIC MODEL FOR TRICHLOROETHYLENE WITH SPECIFICITY FOR THE LONG EVANS RAT

EPA Science Inventory

A PBPK model for TCE with specificity for the male LE rat that accurately predicts TCE tissue time-course data has not been developed, although other PBPK models for TCE exist. Development of such a model was the present aim. The PBPK model consisted of 5 compartments: fat; slowl...

Improving Mobile MOOC Learning via Implicit Physiological Signal Sensing

ERIC Educational Resources Information Center

Xiao, Xiang

2017-01-01

Massive Open Online Courses (MOOCs) are becoming a promising solution for delivering high-quality education on a large scale at low cost in recent years. Despite the great potential, today's MOOCs also suffer from challenges such as low student engagement, lack of personalization, and most importantly, lack of direct, immediate feedback channels…

Matters of Taste: Bridging Molecular Physiology and the Humanities

ERIC Educational Resources Information Center

Rangachari, P. K.; Rangachari, Usha

2015-01-01

Taste perception was the focus of an undergraduate course in the health sciences that bridged the sciences and humanities. A problem-based learning approach was used to study the biological issues, whereas the cultural transmutations of these molecular mechanisms were explored using a variety of resources (novels, cookbooks, and films). Multiple…

Continuous Assessment Improved Academic Achievement and Satisfaction of Psychology Students in Spain

ERIC Educational Resources Information Center

Carrillo-de-la-Pena, Maria T.; Perez, Jorge

2012-01-01

The authors present the experience of a continuous assessment procedure carried out in the second term of a physiological psychology course during 3 consecutive academic years at a Spanish university. Each year, the academic outcomes of students under continuous assessment (the experimental group) were compared with those of students under…

How Not to Lose Your Students with Concept Maps

ERIC Educational Resources Information Center

Bentley, Francoise Judith Benay; Kennedy, Sarah; Semsar, Katharine

2011-01-01

Four physiology courses participating in a science education program used concept maps for the first time. At the conclusion of the term, students responded to an end-of-term survey about the activity. Following varied results, we sought to identify factors that students indicated are important for the acceptance of the technique. To encourage…

Visualizing and Quantifying the Suppressive Effects of Glucocorticoids on the Tadpole Immune System in Vivo

ERIC Educational Resources Information Center

Schreiber, Alexander M.

2011-01-01

A challenging topic in undergraduate physiology courses is the complex interaction between the vertebrate endocrine system and the immune system. There are relatively few established and accessible laboratory exercises available to instructors to help their students gain a working understanding of these interactions. The present laboratory module…

What is the Purpose of Biology in Education?

ERIC Educational Resources Information Center

Oliver, J. Steve; Nichols, B. Kim

1998-01-01

Summarizes a debate over biology education that took place during a symposium sponsored by the School Science and Mathematics editors in 1908. The six published symposium contributions were meant to address such questions as whether zoology, botany, and human physiology should be studied in one biology course, and what the general purposes for…

Teaching and Learning in Exercise Science: Contributing to the Health of the Nation?

ERIC Educational Resources Information Center

Stavrianeas, Stasinos; Stewart, Mark

2011-01-01

Students of exercise science are well positioned to facilitate a shift of the nation's attitude on health care from disease treatment to disease prevention. This report chronicles our efforts toward transforming the exercise physiology core course from a lecture-based, instructor-centered class to a student-centered environment in which…

Electrolyte Solutions and Specific Ion Effects on Interfaces

ERIC Educational Resources Information Center

Friedman, Ran

2013-01-01

Introductory general and physical chemistry courses often deal with colligative properties of solutions and do not discuss nonideal solutions in detail. Yet, a growing body of evidence reveals that even at physiological concentrations electrolyte solutions cannot be treated as ideal when a charged or partially charged solute (such as a protein) is…

Quantitative characterization of the progression of focal brain ischemia in a rat photochemical stroke model using in-vivo MRI

NASA Astrophysics Data System (ADS)

Van der Linden, Anne-Marie; Verhoye, Marleen; De Ryck, M.

2000-04-01

Stroke models, if used in drug evaluation studies, should have a predictable and reproducible course and outcome. While most drug trials focus on the lesion outcome, our study shows the importance of studying lesion growth instead of lesion outcome. In the study reported here, the time course of a photochemically induced neocortical infarct is studied in rats, using diffusion-weighted magnetic resonance imaging, while the rats were submitted to a rigorous control of physiological parameters, ensuring constant body temperature, blood gases (pO2 and pCO2), arterial pressure, heart rate and plasma glucose levels. Under such a stable physiological condition, rats were imaged as soon as possible after lesion up to 6 hours, which is the most important period to determine the slope of further lesion growth and final outcome. The data show that the initial size of the lesion is important for the further outcome of the stroke, both in lesion size and severity of the ischemic damage, as reflected by changes in the Apparent Diffusion Coefficient.

Paths and Perspectives on Being a Data Scientist: Anatomy and Physiology

NASA Astrophysics Data System (ADS)

Fox, P. A.

2015-12-01

While many educators are trying to look forward and develop or adapt degree programs, curricula and even courses for prospective data scientists, not many are able to reflect on and draw from the long look back into their career path and choices related to data science. Given the considerable hype and co-opting of the term Data Science by business and government, its roots are in numerous scientific research fields. This contribution offers the author's path in data science, assessed and framed in terms of the anatomy and physiology of a data scientist; quite literally the "body" parts and functions and the function of the "body", or the data scientist as-a-whole. Pivoting to the prospectives for both data science research and education, course, curricula and degree programs are mapped to data science functions and how they work together. The conclusion is that data science must become embedded in all degree and continuing programs, lest it be misconstrued as a separate discipline. Ideas and experience on how this embedding may be accomplished are also offered for discussion.

Effectiveness of the Flipped Classroom Model in Anatomy and Physiology Laboratory Courses at a Hispanic Serving Institution

NASA Astrophysics Data System (ADS)

Sanchez, Gerardo

A flipped laboratory model involves significant preparation by the students on lab material prior to entry to the laboratory. This allows laboratory time to be focused on active learning through experiments. The aim of this study was to observe changes in student performance through the transition from a traditional laboratory format, to a flipped format. The data showed that for both Anatomy and Physiology (I and II) laboratories a more normal distribution of grades was observed once labs were flipped and lecture grade averages increased. Chi square and analysis of variance tests showed grade changes to a statistically significant degree, with a p value of less than 0.05 on both analyses. Regression analyses gave decreasing numbers after the flipped labs were introduced with an r. 2 value of .485 for A&P I, and .564 for A&P II. Results indicate improved scores for the lecture part of the A&P course, decreased outlying scores above 100, and all score distributions approached a more normal distribution.

Constant growth rate can be supported by decreasing energy flux and increasing aerobic glycolysis.

PubMed

Slavov, Nikolai; Budnik, Bogdan A; Schwab, David; Airoldi, Edoardo M; van Oudenaarden, Alexander

2014-05-08

Fermenting glucose in the presence of enough oxygen to support respiration, known as aerobic glycolysis, is believed to maximize growth rate. We observed increasing aerobic glycolysis during exponential growth, suggesting additional physiological roles for aerobic glycolysis. We investigated such roles in yeast batch cultures by quantifying O2 consumption, CO2 production, amino acids, mRNAs, proteins, posttranslational modifications, and stress sensitivity in the course of nine doublings at constant rate. During this course, the cells support a constant biomass-production rate with decreasing rates of respiration and ATP production but also decrease their stress resistance. As the respiration rate decreases, so do the levels of enzymes catalyzing rate-determining reactions of the tricarboxylic-acid cycle (providing NADH for respiration) and of mitochondrial folate-mediated NADPH production (required for oxidative defense). The findings demonstrate that exponential growth can represent not a single metabolic/physiological state but a continuum of changing states and that aerobic glycolysis can reduce the energy demands associated with respiratory metabolism and stress survival. Copyright © 2014 The Authors. Published by Elsevier Inc. All rights reserved.

Issue Paper on Physiological and Behavioral Changes in ...

EPA Pesticide Factsheets

This issue paper provides a summary of information from the published literature related to behavioral and physiological changes during pregnancy and lactation that may affect women’s exposure or susceptibility to environmental contaminants, provides potentially useful exposure factor data for this population of women, and highlights data gaps. Background Exposures to environmental contaminants can pose a risk to pregnant women’s health, the developing fetus, children, and adults later in their lives. Assessing risks to this potentially susceptible population requires an understanding of the physiological and behavioral changes that occur during pregnancy and lactation. Many physiological and anatomical changes occur in a woman’s organ systems during the course of pregnancy and lactation. For example, blood volume and cardiac output increase during pregnancy, and other metabolic functions are altered to provide for the demands of the fetus. Nutritional demands are greater during pregnancy and lactation. There also are changes in behavior during both pregnancy and lactation. For example, water consumption during pregnancy and lactation increases. These behavioral and physiological changes can lead to different environmental exposures than these women might otherwise experience in the absence of pregnancy or lactation. The purpose of the issue paper is to provide a summary of data available on physiological and behavioral changes in pregnant a

Human Research Program Human Health Countermeasures Element Nutrition Risk Standing Review Panel

NASA Technical Reports Server (NTRS)

Bistrian, Bruce

2009-01-01

The Nutrition Risk Standing Review Panel (SRP) reviewed and discussed the specific gaps and tasks for the Human Health Countermeasures (HHC) Element related to nutrition identified in the Human Research Program (HRP) Integrated Research Plan. There was general consensus that the described gaps and proposed tasks were critical to future NASA mission success. The SRP acknowledged the high scientific quality of the work currently being undertaken by the Nutritional Biochemistry group under the direction of Dr. Scott Smith. In review of the entire HRP, four new gaps were identified that complement the Element's existing research activities. Given the limitations of ground-based analogs for many of the unique physiological and metabolic alterations in space, future studies are needed to quantify nutritional factors that change during actual space flight. In addition, future tasks should seek to better evaluate the time course of physiological and metabolic alterations during flight to better predict alterations during longer duration missions. Finally, given the recent data suggesting a potential role for increased inflammatory responses during space flight, the role of inflammation needs to be explored in detail, including the development of potential countermeasures and new ground based analogs, if this possibility is confirmed.

Monitoring undergraduate student needs and activities at Experimental Biology: APS pilot survey.

PubMed

Nichols, Nicole L; Ilatovskaya, Daria V; Matyas, Marsha L

2017-06-01

Life science professional societies play important roles for undergraduates in their fields and increasingly offer membership, fellowships, and awards for undergraduate students. However, the overall impacts of society-student interactions have not been well studied. Here, we sought to develop and test a pilot survey of undergraduate students to determine how they got involved in research and in presenting at the Experimental Biology (EB) meeting, what they gained from the scientific and career development sessions at the meeting, and how the American Physiological Society (APS) can best support and engage undergraduate students. This survey was administered in 2014 and 2015 to undergraduate students who submitted physiology abstracts for and attended EB. More than 150 students responded (38% response rate). Respondents were demographically representative of undergraduate students majoring in life sciences in the United States. Most students (72%) became involved in research through a summer research program or college course. They attended a variety of EB sessions, including poster sessions and symposia, and found them useful. Undergraduate students interacted with established researchers at multiple venues. Students recommended that APS provide more research fellowships (25%) and keep in touch with students via both e-mail (46%) and social media (37%). Our results indicate that APS' EB undergraduate activities are valued by students and are effective in helping them have a positive scientific meeting experience. These results also guided the development of a more streamlined survey for use in future years. Copyright © 2017 the American Physiological Society.

The Dresden Burnout Study: Protocol of a prospective cohort study for the bio-psychological investigation of burnout.

PubMed

Penz, Marlene; Wekenborg, Magdalena K; Pieper, Lars; Beesdo-Baum, Katja; Walther, Andreas; Miller, Robert; Stalder, Tobias; Kirschbaum, Clemens

2018-06-01

The Dresden Burnout Study (DBS) is a 12-year longitudinal cohort study that aims to provide a description of the burnout syndrome on the basis of time and symptom criteria with a special focus on the search for biomarkers. Biological and psychosocial approaches are applied to examine the long-term course and consequences of burnout within a population-based German-speaking sample aged 18 to 68 years. Demographics and psychosocial data are generated by online assessments, including demographics and questionnaires on burnout, burnout-related constructs, work-environment, and health-related factors. The lab-based biomarker assessment includes endocrine, physiological, immunological, and epigenetic markers obtained from blood and hair samples. In addition, heart rate variability is also measured repeatedly. Within the first 2 years, the DBS collected psychosocial data from over 7,600 participants with biological data obtained from more than 800 individuals. During the following 10 years, detailed assessments of biomarkers and psychosocial factors will be collected in annual study waves. Results will be generated during the following decade. The findings of the DBS are expected to pave the road for an in-depth biopsychosocial characterization of burnout and to give insight into the long-term course and potential mental and physical health consequences of the burnout syndrome. Copyright © 2018 John Wiley & Sons, Ltd.

Validity and reproducibility of a novel method for time-course evaluation of diet-induced thermogenesis in a respiratory chamber.

PubMed

Usui, Chiyoko; Ando, Takafumi; Ohkawara, Kazunori; Miyake, Rieko; Oshima, Yoshitake; Hibi, Masanobu; Oishi, Sachiko; Tokuyama, Kumpei; Tanaka, Shigeho

2015-05-01

We developed a novel method for computing diet-induced thermogenesis (DIT) in a respiratory chamber and evaluated the validity and reproducibility of the method. We hypothesized that DIT may be calculated as the difference between postprandial energy expenditure (EE) and estimated EE (sum of basal metabolic rate and physical activity (PA)-related EE). The estimated EE was derived from the regression equation between EE from respiration and PA intensity in the fasting state. It may be possible to evaluate the time course of DIT using this novel technique. In a validity study, we examined whether DIT became zero (theoretical value) for 6 h of fasting in 11 subjects. The mean value of DIT calculated by the novel and traditional methods was 22.4 ± 13.4 and 3.4 ± 31.8 kcal/6 h, respectively. In the reproducibility study, 15 adult subjects lived in the respiratory chamber for over 24 h on two occasions. The DIT over 15 h of postprandial wake time was calculated. There were no significant differences in the mean values of DIT between the two test days. The within-subject day-to-day coefficient of variation for calculated DIT with the novel and traditional methods was approximately 35% and 25%, respectively. The novel method did not have superior reproducibility compared with that of the traditional method. However when comparing the smaller variation in the fasting state than the theoretical value (zero), the novel method may be better for evaluating interindividual differences in DIT than the traditional method and also has the ability to evaluate the time-course. © 2015 The Authors. Physiological Reports published by Wiley Periodicals, Inc. on behalf of the American Physiological Society and The Physiological Society.

The nature of undergraduates' conceptual understanding of oxygen transport and utilization in humans: Can cardiopulmonary simulation software enhance learning of propositional knowledge and/or diagnose alternative conceptions in novices and intermediates?

NASA Astrophysics Data System (ADS)

Wissing, Dennis Robert

The purpose of the this research was to explore undergraduates' conceptual development for oxygen transport and utilization, as a component of a cardiopulmonary physiology and advanced respiratory care course in the allied health program. This exploration focused on the student's development of knowledge and the presence of alternative conceptions, prior to, during, and after completing cardiopulmonary physiology and advanced respiratory care courses. Using the simulation program, SimBioSysTM (Samsel, 1994), student-participants completed a series of laboratory exercises focusing on cardiopulmonary disease states. This study examined data gathered from: (1) a novice group receiving the simulation program prior to instruction, (2) a novice group that experienced the simulation program following course completion in cardiopulmonary physiology, and (3) an intermediate group who experienced the simulation program following completion of formal education in Respiratory Care. This research was based on the theory of Human Constructivism as described by Mintzes, Wandersee, and Novak (1997). Data-gathering techniques were based on theories supported by Novak (1984), Wandersee (1997), and Chi (1997). Data were generated by exams, interviews, verbal analysis (Chi, 1997), and concept mapping. Results suggest that simulation may be an effective instructional method for assessing conceptual development and diagnosing alternative conceptions in undergraduates enrolled in a cardiopulmonary science program. Use of simulation in conjunction with clinical interview and concept mapping may assist in verifying gaps in learning and conceptual knowledge. This study found only limited evidence to support the use of computer simulation prior to lecture to augment learning. However, it was demonstrated that students' prelecture experience with the computer simulation helped the instructor assess what the learner knew so he or she could be taught accordingly. In addition, use of computer simulation after formal instruction was shown to be useful in aiding students identified by the instructor as needing remediation.

Teaching the pharmacology of antiarrhythmic drugs.

PubMed

Zdanowicz, Martin M; Lynch, Launa M J

2011-09-10

To provide doctor of pharmacy (PharmD) students with highly integrated, comprehensive and up-to-date instruction related to the pharmacology of antiarrhythmic drugs. Students were taught the medicinal chemistry, pharmacology, and therapeutics of antiarrhythmic agents in the cardiology module presented in quarter 7 of the PharmD curriculum. Important foundational information for this topic was presented to students in prerequisite physiology courses and pathophysiology courses offered earlier in the curriculum. Emphasis was placed on student critical thinking and active involvement. Weekly recitation sessions afforded students the opportunity to apply the information they learned regarding arrhythmia pharmacotherapy to comprehensive patient cases. Student comprehension was measured using class exercises, short quizzes, case write-ups, comprehensive examinations, group exercises, and classroom discussion. Students were afforded the opportunity to evaluate the course, and the instructors as well as rate the degree to which the course achieved its educational outcomes. Students learned about cardiac arrhythmias through a high-quality, interdisciplinary series of classes presented by faculty members with extensive experience related to the pharmacology and pharmacotherapy of cardiac arrhythmias.

The AquaDEB project: Physiological flexibility of aquatic animals analysed with a generic dynamic energy budget model (phase II)

NASA Astrophysics Data System (ADS)

Alunno-Bruscia, Marianne; van der Veer, Henk W.; Kooijman, Sebastiaan A. L. M.

2011-11-01

This second special issue of the Journal of Sea Research on development and applications of Dynamic Energy Budget (DEB) theory concludes the European Research Project AquaDEB (2007-2011). In this introductory paper we summarise the progress made during the running time of this 5 years' project, present context for the papers in this volume and discuss future directions. The main scientific objectives in AquaDEB were (i) to study and compare the sensitivity of aquatic species (mainly molluscs and fish) to environmental variability within the context of DEB theory for metabolic organisation, and (ii) to evaluate the inter-relationships between different biological levels (individual, population, ecosystem) and temporal scales (life cycle, population dynamics, evolution). AquaDEB phase I focussed on quantifying bio-energetic processes of various aquatic species ( e.g. molluscs, fish, crustaceans, algae) and phase II on: (i) comparing of energetic and physiological strategies among species through the DEB parameter values and identifying the factors responsible for any differences in bioenergetics and physiology; (ii) considering different scenarios of environmental disruption (excess of nutrients, diffuse or massive pollution, exploitation by man, climate change) to forecast effects on growth, reproduction and survival of key species; (iii) scaling up the models for a few species from the individual level up to the level of evolutionary processes. Apart from the three special issues in the Journal of Sea Research — including the DEBIB collaboration (see vol. 65 issue 2), a theme issue on DEB theory appeared in the Philosophical Transactions of the Royal Society B (vol 365, 2010); a large number of publications were produced; the third edition of the DEB book appeared (2010); open-source software was substantially expanded (over 1000 functions); a large open-source systematic collection of ecophysiological data and DEB parameters has been set up; and a series of DEB tele-courses and symposia have been further developed and expanded, bringing together people from a wide variety of backgrounds (experimental and theoretical biologists, mathematicians, engineers, physicists, chemists, environmental sciences, computer scientists) and training levels in DEB theory. Some 15 PhD students graduated during the running time of AquaDEB with a strong DEB component in their projects and over 15 will complete their thesis within a few years. Five post-doctoral projects were also part of the training network. Several universities (Brest, Marseille, Lisbon, Bergen) included DEB courses in their standard curriculum for biology students.

Attention modifies sound level detection in young children.

PubMed

Sussman, Elyse S; Steinschneider, Mitchell

2011-07-01

Have you ever shouted your child's name from the kitchen while they were watching television in the living room to no avail, so you shout their name again, only louder? Yet, still no response. The current study provides evidence that young children process loudness changes differently than pitch changes when they are engaged in another task such as watching a video. Intensity level changes were physiologically detected only when they were behaviorally relevant, but frequency level changes were physiologically detected without task relevance in younger children. This suggests that changes in pitch rather than changes in volume may be more effective in evoking a response when sounds are unexpected. Further, even though behavioral ability may appear to be similar in younger and older children, attention-based physiologic responses differ from automatic physiologic processes in children. Results indicate that 1) the automatic auditory processes leading to more efficient higher-level skills continue to become refined through childhood; and 2) there are different time courses for the maturation of physiological processes encoding the distinct acoustic attributes of sound pitch and sound intensity. The relevance of these findings to sound perception in real-world environments is discussed.

Fetal programming of sexual development and reproductive function.

PubMed

Zambrano, Elena; Guzmán, Carolina; Rodríguez-González, Guadalupe L; Durand-Carbajal, Marta; Nathanielsz, Peter W

2014-01-25

The recent growth of interest in developmental programming of physiological systems has generally focused on the cardiovascular system (especially hypertension) and predisposition to metabolic dysfunction (mainly obesity and diabetes). However, it is now clear that the full range of altered offspring phenotypes includes impaired reproductive function. In rats, sheep and nonhuman primates, reproductive capacity is altered by challenges experienced during critical periods of development. This review will examine available experimental evidence across commonly studied experimental species for developmental programming of female and male reproductive function throughout an individual's life-course. It is necessary to consider events that occur during fetal development, early neonatal life and prior to and during puberty, during active reproductive life and aging as reproductive performance declines. Copyright © 2013 Elsevier Ireland Ltd. All rights reserved.

Biotechnological approaches to study plant responses to stress.

PubMed

Pérez-Clemente, Rosa M; Vives, Vicente; Zandalinas, Sara I; López-Climent, María F; Muñoz, Valeria; Gómez-Cadenas, Aurelio

2013-01-01

Multiple biotic and abiotic environmental stress factors affect negatively various aspects of plant growth, development, and crop productivity. Plants, as sessile organisms, have developed, in the course of their evolution, efficient strategies of response to avoid, tolerate, or adapt to different types of stress situations. The diverse stress factors that plants have to face often activate similar cell signaling pathways and cellular responses, such as the production of stress proteins, upregulation of the antioxidant machinery, and accumulation of compatible solutes. Over the last few decades advances in plant physiology, genetics, and molecular biology have greatly improved our understanding of plant responses to abiotic stress conditions. In this paper, recent progresses on systematic analyses of plant responses to stress including genomics, proteomics, metabolomics, and transgenic-based approaches are summarized.

Biotechnological Approaches to Study Plant Responses to Stress

PubMed Central

Pérez-Clemente, Rosa M.; Vives, Vicente; Zandalinas, Sara I.; López-Climent, María F.; Muñoz, Valeria; Gómez-Cadenas, Aurelio

2013-01-01

Multiple biotic and abiotic environmental stress factors affect negatively various aspects of plant growth, development, and crop productivity. Plants, as sessile organisms, have developed, in the course of their evolution, efficient strategies of response to avoid, tolerate, or adapt to different types of stress situations. The diverse stress factors that plants have to face often activate similar cell signaling pathways and cellular responses, such as the production of stress proteins, upregulation of the antioxidant machinery, and accumulation of compatible solutes. Over the last few decades advances in plant physiology, genetics, and molecular biology have greatly improved our understanding of plant responses to abiotic stress conditions. In this paper, recent progresses on systematic analyses of plant responses to stress including genomics, proteomics, metabolomics, and transgenic-based approaches are summarized. PMID:23509757

A Survey of Computer Science Capstone Course Literature

ERIC Educational Resources Information Center

Dugan, Robert F., Jr.

2011-01-01

In this article, we surveyed literature related to undergraduate computer science capstone courses. The survey was organized around course and project issues. Course issues included: course models, learning theories, course goals, course topics, student evaluation, and course evaluation. Project issues included: software process models, software…

Post-traumatic stress symptoms in pathological gambling: Potential evidence of anti-reward processes.

PubMed

Green, Cheryl L; Nahhas, Ramzi W; Scoglio, Arielle A; Elman, Igor

2017-03-01

Background Excessive gambling is considered to be a part of the addiction spectrum. Stress-like emotional states are a key feature both of pathological gambling (PG) and of substance addiction. In substance addiction, stress symptomatology has been attributed in part to "anti-reward" allostatic neuroadaptations, while a potential involvement of anti-reward processes in the course of PG has not yet been investigated. Methods To that end, individuals with PG (n = 22) and mentally healthy subjects (n = 13) were assessed for trauma exposure and post-traumatic stress symptomatology (PTSS) using the Life Events Checklist and the Civilian Mississippi Scale, respectively. Results In comparison with healthy subjects, individuals with PG had significantly greater PTSS scores including greater physiological arousal sub-scores. The number of traumatic events and their recency were not significantly different between the groups. In the PG group, greater gambling severity was associated with more PTSS, but neither with traumatic events exposure nor with their recency. Conclusions Our data replicate prior reports on the role of traumatic stress in the course of PG and extend those findings by suggesting that the link may be derived from the anti-reward-type neuroadaptation rather than from the traumatic stress exposure per se.

A microvascular compartment model validated using 11C-methylglucose liver PET in pigs

NASA Astrophysics Data System (ADS)

Munk, Ole L.; Keiding, Susanne; Baker, Charles; Bass, Ludvik

2018-01-01

The standard compartment model (CM) is widely used to analyse dynamic PET data. The CM is fitted to time-activity curves to estimate rate constants that describe the transport of a tracer between well-mixed compartments. The aim of this study was to develop and validate a more realistic microvascular compartment model (MCM) that includes capillary tracer concentration gradients, backflux from cells into the perfused capillaries and multiple re-uptakes during the passage through a capillary. The MCM incorporates only parameters with clear physiological meaning, it is easy to implement, and it does not require numerical solution. We compared the MCM and CM for the analysis of 3 min dynamic PET data of pig livers (N  =  5) following injection of 11C-methylglucose. During PET scans, the tracer concentrations in blood were measured in the abdominal aorta, portal vein and liver vein by manual sampling. We found that the MCM outperformed the CM and that dynamic PET data include information which cannot be extracted using standard CM. The MCM fitted dynamic PET data better than the CM (Akaike values were 46  ±  4 for best MCM fits, and 82  ±  8 for best CM fits; mean  ±  standard deviation) and extracted physiologically reasonable parameter estimates such as blood perfusion that were in agreement with independent measurements. The difference between model-independent perfusion estimates and the best MCM perfusion estimates was  -0.01  ±  0.05 ml/ml/min, whereas the difference was 0.30  ±  0.13 ml/ml/min using the CM. In addition, the MCM predicted the time course of concentrations in the liver vein, a prediction fundamentally unobtainable using the CM as it does not return tracer backflux from cells to capillary blood. The results demonstrate the benefit of using models that include more physiology and that models including concentration gradients should be preferred when analysing the blood-cell exchange of any tracer in any capillary bed.

The effect of near-peer tutoring on medical students' performance in anatomical and physiological sciences.

PubMed

Morgan, Katrina M; Northey, Emily E; Khalil, Mohammed K

2017-10-01

Healthcare professional schools across the world are implementing near-peer tutoring (NPT) programs owing to numerous benefits to both tutors and tutees. This study determined whether higher attendance at NPT sessions led to improvements in course grades for high and low performing students. Fourth-year medical students used the USMLE Step 1 question format to tutor first-year medical students during the second half of the Structure and Function (SF) module, i.e., SF2. Attendance was recorded and students were accordingly divided into three groups: high, moderate, and low-no attendance. Students' performances in SF1 and SF2 were compared using Student's t-test. Differences among the three groups were analyzed using ANOVA and Scheffé post hoc test (P< 0.05). Students who earned 70-79% (C) in SF1 were further examined on the basis of their attendance rate and performance in SF2. Those who attended three or more sessions completed a survey evaluating the NPT program. Course grades were significantly higher in SF2 than SF1 for all students, regardless of attendance rate. However, students who received a C grade in SF1 and had high or moderate attendance improved significantly in their SF2 course grade. Most students agreed that the NPT program was valuable and they evaluated the tutors highly. They also agreed that NPT prepared them for course exams and Step 1, but did not reduce anxiety and stress about Step 1. The positive effect of the NPT program resulted in its expansion to include all first-year modules. Clin. Anat. 30:922-928, 2017. © 2017 Wiley Periodicals, Inc. © 2017 Wiley Periodicals, Inc.

Mathematical literacy in Plant Physiology undergraduates: results of interventions aimed at improving students' performance

NASA Astrophysics Data System (ADS)

Vila, Francisca; Sanz, Amparo

2013-09-01

The importance of mathematical literacy in any scientific career is widely recognized. However, various studies report lack of numeracy and mathematical literacy in students from various countries. In the present work, we present a detailed study of the mathematical literacy of Spanish undergraduate students of Biology enrolled in a Plant Physiology course. We have performed individual analyses of results obtained during the period 2000-2011, for questions in the examinations requiring and not requiring mathematical skills. Additionally, we present the outcome of two interventions introduced with the aim of helping students improve their prospects for success in the course. Our results confirm previous research showing students' deficiencies in mathematical skills. However, the scores obtained for mathematical questions in the examinations are good predictors of the final grades attained in Plant Physiology, as there are strong correlations at the individual level between results for questions requiring and not requiring mathematical skills. The introduction of a laboratory session devoted to strengthening the application of students' previously acquired mathematical knowledge did not change significantly the results obtained for mathematical questions. Since mathematical abilities of students entering university have declined in recent years, this intervention may have helped to maintain students' performance to a level comparable to that of previous years. The outcome of self-assessment online tests indicates that although Mathematics anxiety is lower than during examinations, the poor results obtained for questions requiring mathematical skills are, at least in part, due to a lack of self-efficacy.

Self-testing promotes superior retention of anatomy and physiology information.

PubMed

Dobson, John L; Linderholm, Tracy

2015-03-01

The testing effect shows that learning is enhanced by the act of recalling information after exposure. Although the testing effect is among the most robust findings in cognitive science, much of its empirical support is from laboratory studies and it has been applied as a strategy for enhancing learning in the classroom in a limited fashion. The purpose of this investigation was to replicate the testing effect in a university anatomy and physiology course and to extend the applicability of it to independent student study. Students repeatedly studied three sets of passages that described structures and concepts pertaining to (1) cardiac electrophysiology, (2) ventilation and (3) endocrinology. Each student was randomly assigned to study one of those three passage sets by reading it three consecutive times (R-R-R), another by reading and then rereading it while taking notes (R-R + N) and the third by reading it, recalling as much as possible (i.e., self-testing) and then rereading it (R-T-R). Retention assessed after 1 week was significantly greater following R-T-R (53.95 ± 1.72) compared to R-R-R (48.04 ± 1.83) and R-R + N (48.31 ± 1.78). Evidence is also presented that suggests students benefited from instructions to self-test when preparing for exams on their own. The testing effect, then, can be generalized to real-life settings such as university anatomy and physiology courses and to independent study situations.

Reduced withdrawal and failure rates of accelerated nursing students enrolled in pharmacology is associated with a supportive intervention.

PubMed

Doggrell, Sheila Anne; Schaffer, Sally

2016-02-01

To reduce nursing shortages, accelerated nursing programs are available for domestic and international students. However, the withdrawal and failure rates from these programs may be different than for the traditional programs. The main aim of our study was to improve the retention and experience of accelerated nursing students. The academic background, age, withdrawal and failure rates of the accelerated and traditional students were determined. Data from 2009 and 2010 were collected prior to intervention. In an attempt to reduce the withdrawal of accelerated students, we set up an intervention, which was available to all students. The assessment of the intervention was a pre-post-test design with non-equivalent groups (the traditional and the accelerated students). The elements of the intervention were a) a formative website activity of some basic concepts in anatomy, physiology and pharmacology, b) a workshop addressing study skills and online resources, and c) resource lectures in anatomy/physiology and microbiology. The formative website and workshop was evaluated using questionnaires. The accelerated nursing students were five years older than the traditional students (p < 0.0001). The withdrawal rates from a pharmacology course are higher for accelerated nursing students, than for traditional students who have undertaken first year courses in anatomy and physiology (p = 0.04 in 2010). The withdrawing students were predominantly the domestic students with non-university qualifications or equivalent experience. The failure rates were also higher for this group, compared to the traditional students (p = 0.05 in 2009 and 0.03 in 2010). In contrast, the withdrawal rates for the international and domestic graduate accelerated students were very low. After the intervention, the withdrawal and failure rates in pharmacology for domestic accelerated students with non-university qualifications were not significantly different than those of traditional students. The accelerated international and domestic graduate nursing students have low withdrawal rates and high success rates in a pharmacology course. However, domestic students with non-university qualifications have higher withdrawal and failure rates than other nursing students and may be underprepared for university study in pharmacology in nursing programs. The introduction of an intervention was associated with reduced withdrawal and failure rates for these students in the pharmacology course.

9 CFR 11.7 - Certification and licensing of designated qualified persons (DQP's).

Code of Federal Regulations, 2012 CFR

2012-01-01

... instruction on the anatomy and physiology of the limbs of a horse. The instructor teaching the course must be... 9 Animals and Animal Products 1 2012-01-01 2012-01-01 false Certification and licensing of designated qualified persons (DQP's). 11.7 Section 11.7 Animals and Animal Products ANIMAL AND PLANT HEALTH...

9 CFR 11.7 - Certification and licensing of designated qualified persons (DQP's).

Code of Federal Regulations, 2014 CFR

2014-01-01

... instruction on the anatomy and physiology of the limbs of a horse. The instructor teaching the course must be... 9 Animals and Animal Products 1 2014-01-01 2014-01-01 false Certification and licensing of designated qualified persons (DQP's). 11.7 Section 11.7 Animals and Animal Products ANIMAL AND PLANT HEALTH...

9 CFR 11.7 - Certification and licensing of designated qualified persons (DQP's).

Code of Federal Regulations, 2013 CFR

2013-01-01

... instruction on the anatomy and physiology of the limbs of a horse. The instructor teaching the course must be... 9 Animals and Animal Products 1 2013-01-01 2013-01-01 false Certification and licensing of designated qualified persons (DQP's). 11.7 Section 11.7 Animals and Animal Products ANIMAL AND PLANT HEALTH...

9 CFR 11.7 - Certification and licensing of designated qualified persons (DQP's).

Code of Federal Regulations, 2010 CFR

2010-01-01

... instruction on the anatomy and physiology of the limbs of a horse. The instructor teaching the course must be... 9 Animals and Animal Products 1 2010-01-01 2010-01-01 false Certification and licensing of designated qualified persons (DQP's). 11.7 Section 11.7 Animals and Animal Products ANIMAL AND PLANT HEALTH...

9 CFR 11.7 - Certification and licensing of designated qualified persons (DQP's).

Code of Federal Regulations, 2011 CFR

2011-01-01

... instruction on the anatomy and physiology of the limbs of a horse. The instructor teaching the course must be... 9 Animals and Animal Products 1 2011-01-01 2011-01-01 false Certification and licensing of designated qualified persons (DQP's). 11.7 Section 11.7 Animals and Animal Products ANIMAL AND PLANT HEALTH...

Distance Education Teaching Methods and Student Responses in the Animal Sciences

ERIC Educational Resources Information Center

Bing, Jada Quinome

2012-01-01

The overall objective of this dissertation is to observe whether or not an Anatomy & Physiology Distance Education (DistEd) course offered in the Animal Science Department will prove to be valuable in the learning process for students. Study 1 was conducted to determine whether gross anatomy of animals could be taught effectively at the…

Inquiry Guided Learning Projects for the Development of Critical Thinking in the College Classroom: A Pilot Study

ERIC Educational Resources Information Center

Bentley, Danielle C.

2014-01-01

This paper describes the inaugural success of implementing Inquiry Guided Learning Projects within a college-level human anatomy and physiology course. In this context, scientific inquiry was used as a means of developing skills required for critical thinking among students. The projects were loosely designed using the Information Search Process…

Effect of Open Note Quizzes on Community College Science Students Grades and Attrition Rates

ERIC Educational Resources Information Center

Gannon, Maureen N.; Abdullahi, Abass S.

2013-01-01

This article describes the effectiveness of open note quizzes in improving student outcomes in an introductory Human Anatomy and Physiology course. Results are discussed within the context of a teaching strategy called LETME (Link, Extract, Transform, Monitor and Extend), which was specifically developed for at risk community college students. The…

National Training Course. Emergency Medical Technician. Paramedic. Instructor's Lesson Plans. Module XI. Obstetric/Gynecologic Emergencies.

ERIC Educational Resources Information Center

National Highway Traffic Safety Administration (DOT), Washington, DC.

This instructor's lesson plan guide on obstetric/gynecologic emergencies is one of fifteen modules designed for use in the training of emergency medical technicians (paramedics). Six units of study are presented: (1) anatomy and physiology of the female reproductive system; (2) patient assessment; (3) pathophysiology and management of gynecologic…

National Training Course. Emergency Medical Technician. Paramedic. Instructor's Lesson Plans. Module VI. Cardiovascular System.

ERIC Educational Resources Information Center

National Highway Traffic Safety Administration (DOT), Washington, DC.

This instructor's lesson plan guide on the cardiovascular system is one of fifteen modules designed for use in the training of emergency medical technicians (paramedics). Seven units of study are presented: (1) the anatomy and physiology of the cardiovascular system; (2) patient assessment for the cardiac patient; (3) pathophysiology; (4) reading…

National Training Course. Emergency Medical Technician. Paramedic. Instructor's Lesson Plans. Module V. Respiratory System.

ERIC Educational Resources Information Center

National Highway Traffic Safety Administration (DOT), Washington, DC.

This instructor's lesson plan guide on the respiratory system is one of fifteen modules designed for use in the training of emergency medical technicians (paramedics). Five units of study are presented: (1) anatomy and physiology of the respiratory system; (2) pathophysiology assessment of the patient; (3) pathophysiology and management of…

A Crash Course in Calcium Channels.

PubMed

Zamponi, Gerald W

2017-12-20

Much progress has been made in understanding the molecular physiology and pharmacology of calcium channels. Recently, there have been tremendous advances in learning about calcium channel structure and function through crystallography and cryo-electron microscopy studies. Here, I will give an overview of our knowledge about calcium channels, and highlight two recent studies that give important insights into calcium channel structure.

Evaluating Learning among Undergraduate Medical Students in Schools with Traditional and Problem-Based Curricula

ERIC Educational Resources Information Center

Meo, Sultan Ayoub

2013-01-01

This study aimed to assess knowledge and skills in a respiratory physiology course in traditional versus problem-based learning (PBL) groups in two different medical schools. Two different undergraduate medical schools were selected for this study. The first medical school followed the traditional [lecture-based learning (LBL)] curriculum, and the…

But Science Is International! Finding Time and Space to Encourage Intercultural Learning in a Content-Driven Physiology Unit

ERIC Educational Resources Information Center

Etherington, Sarah J.

2014-01-01

Internationalization of the curriculum is central to the strategic direction of many modern universities and has widespread benefits for student learning. However, these clear aspirations for internationalization of the curriculum have not been widely translated into more internationalized course content and teaching methods in the classroom,…

National Training Course. Emergency Medical Technician. Paramedic. Instructor's Lesson Plans. Module VII. Central Nervous System.

ERIC Educational Resources Information Center

National Highway Traffic Safety Administration (DOT), Washington, DC.

This instructor's lesson plan guide on the central nervous system is one of fifteen modules designed for use in the training of emergency medical technicians. Four units of study are presented: (1) anatomy and physiology; (2) assessment of patients with neurological problems; (3) pathophysiology and management of neurological problems; (4)…

Central Neural Control of the Cardiovascular System: Current Perspectives

ERIC Educational Resources Information Center

Dampney, Roger A. L.

2016-01-01

This brief review, which is based on a lecture presented at the American Physiological Society Teaching Refresher Course on the Brain and Systems Control as part of the Experimental Biology meeting in 2015, aims to summarize current concepts of the principal mechanisms in the brain that regulate the autonomic outflow to the cardiovascular system.…

Familiarity with Latin and Greek Anatomical Terms and Course Performance in Undergraduates

ERIC Educational Resources Information Center

Pampush, James D.; Petto, Andrew J.

2011-01-01

Commonly used technical anatomy and physiology (A&P) terms are predominantly rooted in Latin and Greek vocabulary, so it is commonly inferred that a solid grounding in Latin and Greek roots of medical terminology will improve student learning in anatomy and related disciplines. This study examines the association of etymological knowledge of…

Postganglionic horner syndrome in three patients with coincident middle ear infection.

PubMed

Spector, Robert H

2008-09-01

Three patients developed a postganglionic Horner syndrome during the course of an ipsilateral uncomplicated middle ear infection. The mechanism may be an effect on the middle ear caroticotympanic sympathetic plexus, for which there is considerable anatomic and physiologic evidence. Why Horner syndrome does not occur more often after middle ear infection is a mystery.

Teaching Energy Metabolism Using Scientific Articles: Implementation of a Virtual Learning Environment for Medical Students

ERIC Educational Resources Information Center

de Espindola, Marina Bazzo; El-Bacha, Tatiana; Giannella, Tais Rabetti; Struchiner, Miriam; da Silva, Wagner S.; Da Poian, Andrea T.

2010-01-01

This work describes the use of a virtual learning environment (VLE) applied to the biochemistry class for undergraduate, first-year medical students at the Federal University of Rio de Janeiro. The course focused on the integration of energy metabolism, exploring metabolic adaptations in different physiological or pathological states such as…

Case Study: The Hunger Pains--Ghrelin, Weight Loss, and Maintenance

ERIC Educational Resources Information Center

Diener, Lynn M.

2013-01-01

This article presents a case study regarding healthy weight loss and the role of the hormone ghrelin in maintaining a lower body weight. This study was designed specifically for use in an introductory college-level physiology course. It addresses the use of the case study in teaching digestion and metabolism, exploring the role of hormones in…

The ratio of NPP to GPP: evidence of change over the course of stand development.

PubMed

Mäkelä, A; Valentine, H T

2001-09-01

Using Scots pine (Pinus sylvestris L.) in Fenno-Scandia as a case study, we investigate whether net primary production (NPP) and maintenance respiration are constant fractions of gross primary production (GPP) as even-aged mono-specific stands progress from initiation to old age. A model of the ratio of NPP to GPP is developed based on (1) the classical model of respiration, which divides total respiration into construction and maintenance components, and (2) a process-based model, which derives respiration from processes including construction, nitrate uptake and reduction, ion uptake, phloem loading and maintenance. Published estimates of specific respiration and production rates, and some recent measurements of components of dry matter in stands of different ages, are used to quantify the two approaches over the course of stand development in an average environment. Both approaches give similar results, showing a decrease in the NPP/GPP ratio with increasing tree height. In addition, we show that stand-growth models fitted under three different sets of assumptions-(i) annual specific rates of maintenance respiration of sapwood (mW) and photosynthesis (sC) are constant; (ii) m(W) is constant, but sC decreases with increasing tree height; and (iii) total maintenance respiration is a constant fraction of GPP and s(C) decreases with increasing tree height-can lead to nearly identical model projections that agree with empirical observations of NPP and stand-growth variables. Remeasurements of GPP and respiration over time in chronosequences of stands may be needed to discern which set of assumptions is correct. Total (construction + maintenance) sapwood respiration per unit mass of sapwood (kg C (kg C year)-1) decreased with increasing stand age, sapwood stock, and average tree height under all three assumptions. However, total sapwood respiration (kg C (ha year)-1) increased over the course of stand development under (i) and (ii), contributing to a downward trend in the time course of the NPP/GPP ratio after closure. A moderate decrease in mW with increasing tree height or sapwood cross-sectional area had little effect on the downward trend. On the basis of this evidence, we argue that a significant decline in the NPP/GPP ratio with tree size or age seems highly probable, although the decline may appear insignificant over some segments of stand development. We also argue that, because stand-growth models can give correct answers for the wrong reasons, statistical calibration of such models should be avoided whenever possible; instead, values of physiological parameters should come from measurements of the physiological processes themselves.

COMPARATIVE GUT PHYSIOLOGY SYMPOSIUM: Comparative physiology of glucagon-like peptide-2: Implications and applications for production and health of ruminants.

PubMed

Connor, E E; Evock-Clover, C M; Walker, M P; Elsasser, T H; Kahl, S

2015-02-01

Glucagon-like peptide-2 (GLP-2) is a 33-amino acid peptide derived from proteolytic cleavage of proglucagon by prohormone convertase 1/3 in enteroendocrine L cells. Studies conducted in humans, in rodent models, and in vitro indicate that GLP-2 is secreted in response to the presence of molecules in the intestinal lumen, including fatty acids, carbohydrates, amino acids, and bile acids, which are detected by luminal chemosensors. The physiological actions of GLP-2 are mediated by its G protein-coupled receptor expressed primarily in the intestinal tract on enteric neurons, enteroendocrine cells, and myofibroblasts. The biological activity of GLP-2 is further regulated by dipeptidyl peptidase IV, which rapidly cleaves the N-terminus of GLP-2 that is responsible for GLP-2 receptor activation. Within the gut, GLP-2 increases nutrient absorption, crypt cell proliferation, and mesenteric blood flow and decreases gut permeability and motility, epithelial cell apoptosis, and inflammation. Outside the gut, GLP-2 reduces bone resorption, can suppress appetite, and is cytoprotective in the lung. Thus, GLP-2 has been studied intensively as a therapeutic to improve intestinal function of humans during parenteral nutrition and following small bowel resection and, more recently, as a treatment for osteoporosis and obesity-related disorders and to reduce cellular damage associated with inflammation of the gut and lungs. Recent studies demonstrate that many biological actions and properties of GLP-2 in ruminants are similar to those in nonruminants, including the potential to reduce intestinal nitro-oxidative stress in calves caused by parasitic diseases such as coccidiosis. Because of its beneficial impacts on nutrient absorption, gut healing, and normal gut development, GLP-2 therapy offers significant opportunities to improve calf health and production efficiency. However, GLP-2 therapies require an extended time course to achieve desired physiological responses, as well as daily administration because of the hormone's short half-life. Thus, practical means of administration and alternative strategies to enhance basal GLP-2 secretion (e.g., through specific feed additives), which are more likely to achieve consumer acceptance, are needed. Opportunities to address these challenges are discussed.

Flight physiology training experiences and perspectives: survey of 117 pilots.

PubMed

Patrão, Luís; Zorro, Sara; Silva, Jorge; Castelo-Branco, Miguel; Ribeiro, João

2013-06-01

Human factors and awareness of flight physiology play a crucial role in flight safety. Even so, international legislation is vague relative to training requirements in hypoxia and altitude physiology. Based on a previously developed survey, an adapted questionnaire was formulated and released online for Portuguese pilots. Specific questions regarding the need for pilot attention monitoring systems were added to the original survey. There were 117 pilots, 2 of whom were women, who completed the survey. Most of the pilots had a light aviation license and flew in unpressurized cabins at a maximum ceiling of 10,000 ft (3048 m). The majority of the respondents never experienced hypoxic symptoms. In general, most of the individuals agreed with the importance of an introductory hypoxia course without altitude chamber training (ACT) for all pilot populations, and with a pilot monitoring system in order to increase flight safety. Generally, most of the pilots felt that hypoxia education and training for unpressurized aircraft is not extensive enough. However, almost all the respondents were willing to use a flight physiology monitoring system in order to improve flight safety.

Aportes del Aprendizaje Basado en Problemas (ABP) en la ensenanza de la Fisiologia Animal en un programa de Zootecnia

NASA Astrophysics Data System (ADS)

Reinartz-Estrada, Monica

Based on difficulties observed on the subject of technical-scientific conceptualization and the integration of theory and practice in learning animal physiology for students in the Animal Science program at the National University of Colombia in Medellin, this research paper proposes a problem-based learning strategy founded on the method of Problem Based Learning (PBL), applied specifically to the issues of thermoregulation and physiological stress in domestic animals. In this case study, a sample size of eight students was presented with a pedagogical problem during the first session that would then be solved during the course. In order to evaluate the process, three surveys were conducted called Level Test Formulations (NF) performed at different times of the trial: one before beginning the topic (NF 1), one after three theoretical classes had been given and before beginning the fieldwork (NF 2), and another one after the end of the process (NF 3). Finally, individual interviews were conducted with each student to know the students' perceptions regarding the method. The information obtained was subjected to a qualitative analysis and categorization, using the QDA Miner program which reviewed and coded texts from the surveys and individual interviews, supplemented in turn, by field observation, analyzing the conceptual change, the theory-practice relationship and the correlation between the variables and categories established. Among the main results obtained, it should be noted that following the implementation of PBL in this Animal Physiology course, support for conceptual change was demonstrated and the formulated problem served as a connector between theory and practice. Moreover, there was a fusion of prior knowledge with newly acquired knowledge, meaningful learning, improvement in the level of conceptualization and an increase in the scientificness of definitions; it also led to problem-solving and overcoming epistemological obstacles such as multidisciplinarity and nonlinearity. As a result of this research, it is recommended that this method be evaluated in other topics related to Animal Physiology, in other sciences, in larger sample sizes, as well as to address the issue of evaluation applied directly to this method. Key words: Problem Based Learning (PBL), conceptual change, integration of theory and practice, significatif learning, animal physiology, thermoregulation, physiological stress.

A brain imaging repository of normal structural MRI across the life course: Brain Images of Normal Subjects (BRAINS).

PubMed

Job, Dominic E; Dickie, David Alexander; Rodriguez, David; Robson, Andrew; Danso, Sammy; Pernet, Cyril; Bastin, Mark E; Boardman, James P; Murray, Alison D; Ahearn, Trevor; Waiter, Gordon D; Staff, Roger T; Deary, Ian J; Shenkin, Susan D; Wardlaw, Joanna M

2017-01-01

The Brain Images of Normal Subjects (BRAINS) Imagebank (http://www.brainsimagebank.ac.uk) is an integrated repository project hosted by the University of Edinburgh and sponsored by the Scottish Imaging Network: A Platform for Scientific Excellence (SINAPSE) collaborators. BRAINS provide sharing and archiving of detailed normal human brain imaging and relevant phenotypic data already collected in studies of healthy volunteers across the life-course. It particularly focusses on the extremes of age (currently older age, and in future perinatal) where variability is largest, and which are under-represented in existing databanks. BRAINS is a living imagebank where new data will be added when available. Currently BRAINS contains data from 808 healthy volunteers, from 15 to 81years of age, from 7 projects in 3 centres. Additional completed and ongoing studies of normal individuals from 1st to 10th decades are in preparation and will be included as they become available. BRAINS holds several MRI structural sequences, including T1, T2, T2* and fluid attenuated inversion recovery (FLAIR), available in DICOM (http://dicom.nema.org/); in future Diffusion Tensor Imaging (DTI) will be added where available. Images are linked to a wide range of 'textual data', such as age, medical history, physiological measures (e.g. blood pressure), medication use, cognitive ability, and perinatal information for pre/post-natal subjects. The imagebank can be searched to include or exclude ranges of these variables to create better estimates of 'what is normal' at different ages. Copyright © 2016 The Authors. Published by Elsevier Inc. All rights reserved.

Visual presentation of a medical physiology seminar modifies dental students' perception of its clinical significance.

PubMed

Vuletic, L; Spalj, S; Peros, K

2016-02-01

The primary objective of this study was to assess whether exposing dental students to visual stimuli related to dental profession during the medical physiology seminar could affect their perception of the clinical relevance of the topic. A self-administered questionnaire on attitudes towards medical physiology was conducted amongst 105 students of the School of Dental Medicine in Zagreb, Croatia, aged 19-24 years (80% females) following a seminar on respiratory system physiology. Power-point presentation accompanying the seminar for a total of 52 students (study group) was enriched with pictures related to dental practice in order to assess whether these pictures could make the topic appear more clinically relevant for a future dentist. The results of the survey indicated that dental students in the study group perceived the topic of the seminar as more important for them as future dentists when compared to the perception of the control group (P = 0.025). The results of this survey encourage physiology lecturers to present medical physiology as clinically relevant for dental students whenever possible as this could increase students' interest in the subject and their motivation for learning. Such an approach could be particularly beneficial if there is a significant time gap between basic courses and involvement of students into clinical training for it could promote meaningful learning. © 2014 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

Fluid management in acute kidney injury.

PubMed

Perner, Anders; Prowle, John; Joannidis, Michael; Young, Paul; Hjortrup, Peter B; Pettilä, Ville

2017-06-01

Acute kidney injury (AKI) and fluids are closely linked through oliguria, which is a marker of the former and a trigger for administration of the latter. Recent progress in this field has challenged the physiological and clinical rational of using oliguria as a trigger for the administration of fluid and brought attention to the delicate balance between benefits and harms of different aspects of fluid management in critically ill patients, in particular those with AKI. This narrative review addresses various aspects of fluid management in AKI outlining physiological aspects, the effects of crystalloids and colloids on kidney function and the effect of various resuscitation and de-resuscitation strategies on the course and outcome of AKI.

Sources of Self-efficacy in a Science Methods Course for Primary Teacher Education Students

NASA Astrophysics Data System (ADS)

Palmer, D. H.

2006-12-01

Self-efficacy has been shown to be an issue of concern for primary teacher education students - many of them have low self-efficacy and this can negatively affect their future teaching of science. Previous research has identified four factors that may contribute towards self-efficacy: enactive mastery experiences, vicarious experiences, verbal persuasion and physiological/affective states. It could also be argued that there are additional sources of self-efficacy that apply to primary teacher education students, namely cognitive content mastery, cognitive pedagogical mastery and simulated modelling. The main purpose of the present paper was to investigate the relative importance of the various sources of self-efficacy in a primary science methods course. Data on changes in self-efficacy and sources of self-efficacy were collected throughout the course using formal and informal surveys. It was found that the main source of self-efficacy was cognitive pedagogical mastery.

Locate the Lesion: A Project-Based Learning Case that Stimulates Comprehension and Application of Neuroanatomy

PubMed Central

Lemons, Michele L.

2017-01-01

A fictitious patient, Mr. Challenge, is admitted to the emergency room and displays symptoms consistent with damage to the central nervous system. In this problem-based learning case, students are challenged to determine the location of a lesion that is consistent with Mr. Challenge’s symptoms. Students discover details about Mr. Challenge’s symptoms while exploring three anatomical pathways: corticospinal tract, spinothalamic tract and medial lemniscal pathway. Students make predictions as to which of these pathways may be damaged in Mr. Challenge and defend their predictions based on their research of the function and anatomical location of these tracts. This ultimately leads the student to identifying a single lesion site that can account for Mr. Challenge’s symptoms. This case is executed in an undergraduate neuroscience course and would be useful in anatomy and physiology course, as well as other courses that serve students interested in health science related careers. PMID:28690440

Locate the Lesion: A Project-Based Learning Case that Stimulates Comprehension and Application of Neuroanatomy.

PubMed

Lemons, Michele L

2017-01-01

A fictitious patient, Mr. Challenge, is admitted to the emergency room and displays symptoms consistent with damage to the central nervous system. In this problem-based learning case, students are challenged to determine the location of a lesion that is consistent with Mr. Challenge's symptoms. Students discover details about Mr. Challenge's symptoms while exploring three anatomical pathways: corticospinal tract, spinothalamic tract and medial lemniscal pathway. Students make predictions as to which of these pathways may be damaged in Mr. Challenge and defend their predictions based on their research of the function and anatomical location of these tracts. This ultimately leads the student to identifying a single lesion site that can account for Mr. Challenge's symptoms. This case is executed in an undergraduate neuroscience course and would be useful in anatomy and physiology course, as well as other courses that serve students interested in health science related careers.

Cardiovascular system simulation in biomedical engineering education.

NASA Technical Reports Server (NTRS)

Rideout, V. C.

1972-01-01

Use of complex cardiovascular system models, in conjunction with a large hybrid computer, in biomedical engineering courses. A cardiovascular blood pressure-flow model, driving a compartment model for the study of dye transport, was set up on the computer for use as a laboratory exercise by students who did not have the computer experience or skill to be able to easily set up such a simulation involving some 27 differential equations running at 'real time' rate. The students were given detailed instructions regarding the model, and were then able to study effects such as those due to septal and valve defects upon the pressure, flow, and dye dilution curves. The success of this experiment in the use of involved models in engineering courses was such that it seems that this type of laboratory exercise might be considered for use in physiology courses as an adjunct to animal experiments.

A faculty development program integrating cross-cultural care into a gastrointestinal pathophysiology tutorial benefits students, tutors, and the course.

PubMed

Shields, Helen M; Leffler, Daniel A; Peters, Antoinette S; Llerena-Quinn, Roxana; Nambudiri, Vinod E; White, Augustus A; Hayward, Jane N; Pelletier, Stephen R

2015-06-01

A specific faculty development program for tutors to teach cross-cultural care in a preclinical gastrointestinal pathophysiology course with weekly longitudinal followup sessions was designed in 2007 and conducted in the same manner over a 6-yr period. Anonymous student evaluations of how "frequently" the course and the tutor were actively teaching cross-cultural care were performed. The statements "This tutor actively teaches culturally competent care" and "Issues of culture and ethnicity were addressed" were significantly improved over baseline 2004 data. These increases were sustained over the 6-yr period. A tutor's overall rating as a teacher was moderately correlated with his/her "frequently" actively teaching cross-cultural care (r = 0.385, P < 0. 001). Course evaluation scores were excellent and put the course into the group of preclinical courses with the top ratings. Students in the Race in Curriculum Group asked that the program be expanded to other preclinical courses. In conclusion, from 2007 to 2012, a faculty development program for teaching cross-cultural care consistently increased the discussion of cross-cultural care in the tutorial and course over each year beginning with 2007 compared with the baseline year of 2004. Our data suggest that cross-cultural care can be effectively integrated into pathophysiology tutorials and helps improve students' satisfaction and tutors' ratings. Teaching cross-cultural care in a pathophysiology tutorial did not detract from the course's overall evaluations, which remained in the top group over the 6-yr period. Copyright © 2015 The American Physiological Society.

National Training Course. Emergency Medical Technician. Paramedic. Instructor's Lesson Plans. Module VIII. Soft Tissue Injuries.

ERIC Educational Resources Information Center

National Highway Traffic Safety Administration (DOT), Washington, DC.

This instructor's lesson plan guide on soft tissue injuries is one of fifteen modules designed for use in the training of emergency medical technicians (paramedics). Six units of study are presented: (1) anatomy and physiology of the skin; (2) patient assessment for soft-tissue injuries; (3) pathophysiology and management of soft tissue injuries;…

Introducing e-Learning/Teaching in a Physiology Course for Medical Students: Acceptance by Students and Subjective Effect on Learning

ERIC Educational Resources Information Center

Felder, E.; Fauler, M.; Geiler, S.

2013-01-01

Retrieval of information has substantially changed within the last two decades. Naturally, this has also affected learning/teaching techniques, and methods that are commonly referred to as "e-learning" have become an important part in modern education. Institutions have to decide if (and how) to implement this new form of teaching but…

Active Learning Strategies to Teach Renal-Cardiovascular Integration with High Student-to-Teacher Ratios

ERIC Educational Resources Information Center

Brands, Michael W.; Schumacher, Lori

2009-01-01

To address the challenge of increasing opportunities for active learning into a medical physiology course with 190 students enrolled, we chose an integrated approach. This was facilitated by the availability of a patient simulator facility at the School of Nursing at the Medical College of Georgia, and an 20-min simulation of acute hemorrhage on…

An Experimental, Hands-on Approach to Epithelial Ion Transport: A Simple Technique for Introducing Students to Ion Transport in Epithelia

ERIC Educational Resources Information Center

Bagdadi, Andrea; Orona, Nadia; Fernandez, Eugenio; Altamirano, Anibal; Amorena, Carlos

2010-01-01

We have realized that our Biology undergraduate students learn biological concepts as established truths without awareness of the body of experimental evidence supporting the emerging models as usually presented in handbooks and texts in general. Therefore, we have implemented a laboratory practice in our course of Physiology and Biophysics, aimed…

Deanol in the treatment of tardive dyskinesia.

PubMed

Casey, D E; Denny, D

1975-08-01

A patient who developed severe tardive dyskinesia after the termination of long-term phenothiazine therapy was successfully treated with deanol, a possible precursor of acetylcholine. Physiological measurements were obtained to quantify the clinical course. The authors discuss the practical and heuristic implications of these observations and suggest further consideration of therapy directed toward enhancement of cholinergic activity in the central nervous system.

The Effects of a Mathematical Approach to Teaching Two Topics in High School Biology on Student Achievement and Attitudes.

ERIC Educational Resources Information Center

Wixson, Eldwin Atwell, Jr.

Mathematical approaches to teaching cell structure and physiology and the probability aspects of genetics were used in each of two types of biology courses: one using the Biological Sciences Curriculum Study (BSCS) Yellow version and the other using Otto and Towle's "Modern Biology." Tests of lateral and vertical mathematics transfer, biology…

Teaching the Extracellular Matrix and Introducing Online Databases within a Multidisciplinary Course with i-Cell-MATRIX: A Student-Centered Approach

ERIC Educational Resources Information Center

Sousa, Joao Carlos; Costa, Manuel Joao; Palha, Joana Almeida

2010-01-01

The biochemistry and molecular biology of the extracellular matrix (ECM) is difficult to convey to students in a classroom setting in ways that capture their interest. The understanding of the matrix's roles in physiological and pathological conditions study will presumably be hampered by insufficient knowledge of its molecular structure.…

Application of tissue time course data to elucidate mechanistic details of carbon tetrachloride (CC14) transport using an updated physiologically based pharmacokinetic (PBPK) model in rats

EPA Science Inventory

CCl4 is a common environmental contaminant in water and superfund sites, and a model liver toxicant. One application of PBPK models used in risk assessment is simulation of internal dose for the metric involved with toxicity, particularly for different routes of exposure. Time-co...

Are All Hands-On Activities Equally Effective? Effect of Using Plastic Models, Organ Dissections, and Virtual Dissections on Student Learning and Perceptions

ERIC Educational Resources Information Center

Lombardi, Sara A.; Hicks, Reimi E.; Thompson, Katerina V.; Marbach-Ad, Gili

2014-01-01

This study investigated the impact of three commonly used cardiovascular model-assisted activities on student learning and student attitudes and perspectives about science. College students enrolled in a Human Anatomy and Physiology course were randomly assigned to one of three experimental groups (organ dissections, virtual dissections, or…

On the Road to Science Literacy: Building Confidence and Competency in Technical Language through Choral Repetition

ERIC Educational Resources Information Center

Hohenshell, Liesl M.; Woller, Michael J.; Sherlock, Wallace

2013-01-01

In order to be successful, students must acquire the language of science for both oral and written communication. In this article we examine an oral language learning technique called choral repetition for its role in building literacy in the context of an animal physiology course. For 3 weeks, the instructor conducted choral repetitions of nine…

High School Biology Today: What the Committee of Ten Did Not Anticipate

ERIC Educational Resources Information Center

Vasquez, Jose

2006-01-01

Since the recommendation of biology (or natural history, as it used to be called) in 1893 as part of the high school science curriculum, biology was considered a descriptive subject. In the late 1890s biology consisted of zoology, botany, and physiology. The group that decided on the high school science course configuration was the Committee of…