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ARCHIVE ADDITIONS
The APS Archive of Teaching Resources is a repository of case histories, simulations, figures, lectures, course syllabi, animations, and links to physiology teaching resources for use by APS members and other educators. The Archive is a searchable database that can be used by teachers at all levels (K-12, undergraduate, graduate, and medical school) to enhance and supplement their current teaching resources and is part of the National Science Digital Library Project and the BiosciEd Net collaborative (http://www.biosciednet.org). The APS Archive of Teaching Resources was established as an initiative of the APS Education Committee and APS Council with additional support from the National Science Foundation (DUE 0226185). Authors submitting materials to the Archive for review and inclusion have the option of developing an abstract for publication in Advances in Physiology Education. The following abstracts are from items that have been accepted into the Archive following peer review.
CFTR—Where It Is Found and What It SHOULD Do (Learning Object #524).
Barbara E. Goodman, PhD, Physiology/Pharmacology-Division of Basic Biomedical Science, University of South Dakota School of Medicine, Vermillion, SD 57069
This PowerPoint presentation was designed as an update on the membrane transport implications of CFTR proteins in various organ systems in the body. The presentation uses numerous figures from the current literature (with references included) to explain the involvement of membrane transport regulated through and by CFTRs to practicing clinicians. Text slides describing the important aspects of information on the figures are interspersed between the figure slides for both visual and read/write learners. The presentation closes with information about how various treatments might improve the conditions for cystic fibrosis patients. Although the presentation was prepared by a biomedical scientist for medical doctors, cartoons and figures are eye-catching and can be useful for faculty presentations about cystic fibrosis to undergraduate, medical, and/or graduate students.
Reading Primary Literature in Biology (Learning Object #527).
Christopher M. Gillen, PhD, Department of Biology, Kenyon College, Gambier, OH 43022
Reading Primary Literature in Biology is an online interactive tutorial intended to help students learn to read research articles. The target audiences are high school students, undergraduate nonscience majors, and beginning undergraduate science majors. In these groups, primary literature can be used as an effective tool for promoting active inquiry about science. However, students in these groups need assistance when reading primary literature. The tutorial is divided into four lessons that cover general features of research papers. Lesson 1 describes the basic structure of a research paper, lesson 2 describes the scientific method and INTRODUCTION, lesson 3 describes experimental design and METHODS, and lesson 4 describes how to read a graph and RESULTS. Each section includes an interactive multiple choice quiz and a homework assignment with short answer questions that refer to a specific scientific paper.
An Educational Tool for Understanding the Cardiovascular Adjustments to the Upright Posture (Learning Object #532).
Michelle M. Masterson, PhD and Amy Morgan, PhD, Department of Physical Therapy, Medical College of Ohio, Toledo, OH 43614 and Department of Kinesiology, Bowling Green State University School of Human Movement, Sport and Leisure Studies, Bowling Green, OH 43403
Teaching strategies that facilitate higher levels of learning must be incorporated into the coursework of health science students who are required to think critically, solve problems, and make decisions in their professional practice. This educational tool was developed to guide both undergraduate and graduate students through basic and advanced levels of learning while studying the physiology of the cardiovascular system. The tool is separated into three distinct learning modules: basic, intermediate, and advanced. The Basic Learning Module: Parts I and II present simplified introductory content related to the cardiovascular system and its regulation. The Intermediate Learning Module requires learners to analyze and synthesize previously learned concepts about the cardiovascular system as they relate to orthostasis. The Advanced Learning Module provides case-based patient problems that require the integration of all previously learned concepts. The three modulesprovide guided questions and problems that an instructor could require students to complete as a written assignment. These three different learning modules can be used sequentially so that undergraduate students (upper division) can build on concepts learned in the previous module or in previous coursework. The first and/or second modules can be used separately for lower division undergraduate students or as a review for graduate students before completing the more advanced third learning module. Overall, this tool can be used as an independent, self-directed reading assignment that requires students to solve problems and answer case-based guided questions to more effectively study the cardiovascular system.
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