http://advan.physiology.org Advances in Physiology Education RSS feed -- current issue 1522-1229 Mar 1 2008 12:00:00:000AM AJP: Advances in Physiology Education 1043-4046 http://advan.physiology.org/icons/banner/title.gif http://advan.physiology.org http://advan.physiology.org/cgi/content/abstract/32/1/1?rss=1 This teaching paper utilizes the materials presented by Dr. Fabiato in his review article entitled "Calcium-induced release of calcium from the cardiac sarcoplasmic reticulum." In the review, supporting evidence of calcium-induced calcium release (CICR) is presented. Data concerning potential objections to the CICR theory are discussed as well. In closing, technical issues associated with the skinned cell model are mentioned. Based on this review article, teaching and learning points are put forth in this article to highlight two concepts: 1) the regulatory mechanisms of CICR in cardiomyocytes and 2) the recognition of contradicting hypotheses and limitations in experimental design. The first concept is certainly an important one for physiology students. The second concept is universally applicable to researchers in all fields of science. It is thus the aim of this article to cultivate a rewarding teaching and learning experience for both instructors and students.

]]> 2008-03-11 info:doi/10.1152/advan.00090.2007 American Physiological Society 1 32 10 2008-03-01 1 USING CLASSIC PAPERS TO TEACH PHYSIOLOGY http://advan.physiology.org/cgi/content/abstract/32/1/11?rss=1 Many pathological conditions exist where tissues exhibit hypoxia or low oxygen tension. Hypoxic hypoxia arises when there is a reduction in the amount of oxygen entering the blood and occurs in healthy people at high altitude. In 1946, research sponsored by the United States Navy led to the collection and subsequent publication of masses of data demonstrating the physiological consequences and adaptations of ascent to high altitude. This article describes how a figure from a 1947 paper from the American Physiological Society Legacy collection (Houston CS, Riley RL. Respiratory and circulatory changes during acclimatization to high altitude. Am J Physiol 149: 565–588) may be used to allow students to review their understanding of some of the generalized effects of hypoxia on the body. In particular, this figure summarizes some of the adaptive responses that take place in the oxygen transport system as a consequence of prolonged hypoxia.

]]> 2008-03-11 info:doi/10.1152/advan.00005.2007 American Physiological Society 1 32 17 2008-03-01 11 USING CLASSIC PAPERS TO TEACH PHYSIOLOGY http://advan.physiology.org/cgi/content/abstract/32/1/18?rss=1 Classroom discussion of the classic article by Walter B. Cannon in 1914, entitled "The emergency function of the adrenal medulla in pain and the major emotions," is an excellent tool to teach graduate students the interaction between stress, emotions, and cardiovascular function. Using this article, we are able to review important early research by Dr. Cannon, including discussion of his scientific methods and results and how they hold true today. This article outlines how this classic paper is used to allow students to explore basics principles of cardiovascular control during stress. The teaching points that are presented illustrate how students can be directed to understand the interrelationship between chronic stress and cardiovascular disease.

]]> 2008-03-11 info:doi/10.1152/advan.00051.2007 American Physiological Society 1 32 22 2008-03-01 18 USING CLASSIC PAPERS TO TEACH PHYSIOLOGY http://advan.physiology.org/cgi/content/abstract/32/1/23?rss=1 Numerous articles have been published on the merits of active learning, and collectively they present a body of compelling evidence that these methods do enhance learning. In presenting arguments for active learning, it is often suggested that the traditional didactic lecture is more passive in nature and less effective as a teaching tool. However, a well organized lecture remains one of the most effective ways to integrate and present information from multiple sources on complex topics, such as those encountered in the teaching of physiology. This article presents an argument for enhancing lectures by incorporating active learning activities within their framework, and it is noted that engagement of the student is a key element making active learning activities work. Finally, suggestions are provided on the basis of the author's experience of things instructors can do to make lecture-based courses more engaging to students and, hence, promote learning.

]]> 2008-03-11 info:doi/10.1152/advan.00048.2007 American Physiological Society 1 32 24 2008-03-01 23 A PERSONAL VIEW http://advan.physiology.org/cgi/content/abstract/32/1/25?rss=1 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 systems. These functions are also frequently the target of dysfunction that, in turn, results in specific digestive disease states, such as diarrheal illnesses. Three emerging concepts are discussed with respect to ion transport: the complex interplay of intracellular signals that both activate and inhibit chloride secretion; the role of multiprotein complexes in the regulation of ion transport, taking sodium/hydrogen exchange as an example; and acute and chronic regulation of colonic sodium absorption, involving both sodium channel internalization and de novo synthesis of new channels. Similarly, recently obtained information about the molecular components of epithelial tight junctions and the ways in which tight junctions are regulated both in health and disease are discussed to exemplify ways to teach about intestinal barrier properties. Finally, both genetically determined intestinal diseases and those arising as a result of infections and/or inflammation are described, and these can be used as the means to enhance the basic and clinical relevance of teaching about intestinal epithelial physiology as well as the impact that the understanding of such physiology has had on associated therapeutics. The article also indicates, where relevant, how different approaches may be used effectively to teach related concepts to graduate versus medical/professional student audiences.

]]> 2008-03-11 info:doi/10.1152/advan.00092.2007 American Physiological Society 1 32 34 2008-03-01 25 REFRESHER COURSE http://advan.physiology.org/cgi/content/abstract/32/1/35?rss=1 Melaka Manipal Medical College (Manipal Campus; Manipal, Karnataka, India) conducts the Bachelor of Medicine and Bachelor of Surgery program, for which the admission intakes are during the months of March and September. The present study was undertaken to study the differences in learning approaches to physiology of undergraduate medical students in a partially problem-based learning (PBL)- and non-PBL-oriented curriculum. PBL was introduced as a curricular reform for the September 2006 batch of students (partially PBL group), whereas it was not incorporated for the March 2006 batch of students (non-PBL group). Learning approaches to physiology of both groups of students were compared using the short inventory of approaches to learning. Mean scores for deep and strategic approaches were found to be significantly higher for the partially PBL group compared with the non-PBL group. The results of the present study support the earlier observation that PBL promotes a deep approach to learning.

]]> 2008-03-11 info:doi/10.1152/advan.00063.2007 American Physiological Society 1 32 37 2008-03-01 35 HOW WE LEARN http://advan.physiology.org/cgi/content/abstract/32/1/38?rss=1 In this work, we describe the use of several strategies employing the philosophies of active learning and problem-based learning (PBL) that may be used to improve the teaching of metabolic biochemistry to medical and nutritional undergraduate students. The main activities are as follows: 1) a seminar/poster system in a mini-congress format (using topics of applied biochemistry); 2) a true/false applied biochemistry exam (written by peer tutors); 3) a 9-h exam on metabolism (based in real publications); 4) the Advanced Biochemistry course (directed to peer tutors, where students learn how to read and criticize real medical papers); 5) experiments about nutrition and metabolism, using students as volunteers, and about free radicals (real science for students); 6) the BioBio blog (taking advantage of the "web age," this enhances out of class exchanges of information between the professor, students, and peer tutors); 7) student lectures on public health issues and metabolic disorders directed to the community and lay people; and 8) the BioBio quiz show. The main objective of these activities is to provide students with a more practical and interesting approach to biochemistry, such as the application of theoretical knowledge to real situations (diseases, experiments, media information, and scientific discoveries). In addition, we emphasize the importance of peer tutor activities for optimized learning of both students and peer tutors, the importance of a closer interaction between students and teaching staff, and the necessity to initiate students precociously in two broad fields of medical activity: "real" basic science and contact with the public (also helping students–future doctors and nutritionists–to be able to communicate with lay people). Most activities were evaluated by the students through written questionnaires and informal conversations, along various semesters, indicating good acceptance and approval of these methods. Good student scores in the biochemistry exams and seminars indicated that these activities are also working as valid educational tools.

]]> 2008-03-11 info:doi/10.1152/advan.00028.2007 American Physiological Society 1 32 46 2008-03-01 38 HOW WE TEACH http://advan.physiology.org/cgi/content/abstract/32/1/47?rss=1 We previously reported how the opinions of second-year dentistry students and faculty members can be used to construct an assessment rubric to grade group-based concept maps in physiology (14). This article describes the second phase of this study of the subsequent year's cohort. A case study approach was used to investigate how groups of students used the criteria to complete their complex concept maps. Students' opinions about the assessment task and newly constructed rubric were sampled. Opinions across groups were correlated to academic achievements in the course. Two groups of four students volunteered to be videorecorded during a 4-h workshop, during which they completed their maps. The mapping task was not generally favored by students. However, those students who did favor the task achieved higher academic grades. Most students favored the newly constructed assessment rubric, commenting that it was easy to understand, fair, and appropriate, but reported that extra guidance from tutors and other resources were required. Coded videorecordings of the two observation groups revealed complex interactions around the three criteria of content, logic and understanding, and presentation. Two broad patterns of working were identified. One group distributed their efforts more evenly across the criteria, whereas the other group completed their maps by addressing the criteria in stages. These findings clearly indicate the academic challenges and social complexity in how students work in groups to complete complex concept maps in physiology.

]]> 2008-03-11 info:doi/10.1152/advan.00030.2007 American Physiological Society 1 32 54 2008-03-01 47 HOW WE TEACH http://advan.physiology.org/cgi/content/abstract/32/1/55?rss=1 Live organisms versus digital video of the organisms were used to challenge students' naive ideas and misconceptions about blood, the heart, and circulatory patterns. Three faculty members taught 259 grade 10 biology students in a California high school with students from diverse ethnolinguistic groups who were divided into 5 classes using microscopes (128 students) and 5 classes using digital video (131 students) to compare blood transport among invertebrates, fish, and humans. The "What Is Happening in this Class?" (WIHIC) questionnaire was used for assessment of microscope and video groups to detect students' perception of their learning environment following these teaching interventions. The use of microscopes had a clear effect on the perception of the investigative aspects of the learning environment that was not detected with the video treatment. Findings suggest that video should not replace investigations with live organisms.

]]> 2008-03-11 info:doi/10.1152/advan.00009.2007 American Physiological Society 1 32 60 2008-03-01 55 TEACHING WITH TECHNOLOGY http://advan.physiology.org/cgi/content/abstract/32/1/61?rss=1 Students often have difficulty understanding the relationship of O₂ consumption, CO₂ production, cardiac output, and distribution of ventilation-perfusion ratios in the lung to the final arterial blood gas composition. To overcome this difficulty, I have developed an interactive computer simulation of pulmonary gas exchange that is web based and allows the student to vary multiple factors simultaneously and observe the final effect on the arterial blood gas composition (available at www.siumed.edu/medicine/pulm/vqmodeling.htm). In this article, the underlying mathematics of the computer model is presented, as is the teaching strategy. The simulation is applied to a typical clinical case drawn from the intensive care unit to demonstrate the interdependence of the above factors as well as the less-appreciated importance of the Bohr and Haldane effects in clinical pulmonary medicine. The use of a computer to vary the many interacting factors involved in the arterial blood gas composition appeals to today's students and demonstrates the importance of basic physiology to the actual practice of medicine.

]]> 2008-03-11 info:doi/10.1152/advan.00099.2007 American Physiological Society 1 32 64 2008-03-01 61 TEACHING WITH TECHNOLOGY http://advan.physiology.org/cgi/content/abstract/32/1/65?rss=1 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 for students to amend their e-learning submissions after classes. Automatic or tutor feedback was provided on student submissions. Evaluation of the course was conducted via student questionnaires, individual student interviews, and analysis of student marks in examinations and of the e-learning component. Student feedback on this entire subject in the university-wide quality of teaching survey was very high by University of Melbourne standards and most encouraging for the first implementation of such a curriculum modification. Results from further detailed surveys of student interactions and engagement and correlation analysis between student responses were also very supportive of the effectiveness of the course. There were no significant differences between examination marks in the new course with e-learning and the previous year without e-learning. However, there was a significant correlation between assessment of student e-learning work and their final examination mark. Correlation analysis between various survey responses helped interpret results and strengthened arguments for e-learning and suggested future improvements for student use of e-learning. This mode of e-learning used to support face-to-face learning activities in the laboratory can be adapted for other disciplines and may assist students in developing a greater appreciation and a deeper approach for learning from their practical class experiences.

]]> 2008-03-11 info:doi/10.1152/advan.00006.2007 American Physiological Society 1 32 75 2008-03-01 65 TEACHING WITH TECHNOLOGY http://advan.physiology.org/cgi/content/abstract/32/1/76?rss=1 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 Advance in Physiological Education. Here, we report our experiment with freely available internet-based material as a substitute for the textbook for a single chapter on muscle physiology in a sophomore-level Human Physiology course. Student reactions to the textbookless curriculum were registered with the use of a questionnaire. Their responses indicated that they enjoyed the online material (animations, images, reviews, etc.), the emphasis on important concepts, and the variety of resources. Furthermore, students were almost unanimous in their praise for such pedagogical approaches to science education. Yet, students were reluctant to part with their textbooks. We believe that with subsequent iterations of this course we will be more successful at further separating the learning experience from the textbook. Reliance on freely available material may eventually relieve students from the burden of purchasing a costly textbook.

]]> 2008-03-11 info:doi/10.1152/advan.00031.2007 American Physiological Society 1 32 80 2008-03-01 76 TEACHING WITH TECHNOLOGY http://advan.physiology.org/cgi/content/abstract/32/1/81?rss=1 Information technology (IT)-based components are included as active learning activities in medical curricula that have been shown to be more effective than most passive learning activities. In developing countries, these activities are not popular compared with developed countries. In this study, an IT-based assignment was carried out in physiology for undergraduates in Sri Lanka. We assessed certain basic IT capabilities before the assignment and found that the capability of using MS Word, e-mail, and the internet was limited to 68.3%, 62.0%, and 49.2% of students, respectively, with 40.8% of students having some other IT capabilities. We found a considerable variation in IT capabilities among the students, which depended on IT learning at schools and the geographical locations where students came from. The main source of IT knowledge for students was an introductory IT course given in the medical school with the second source being private IT learning centers. Response to the IT-based assignment was very poor. The reasons for poor participation included a lack of time due to parallel subjects, poor IT knowledge, and poor IT resource availability. However, students were willing to have optional IT-based components and were aware that IT knowledge is important for medical students as well as doctors. This study shows the importance of improving IT knowledge in students and the need of improving IT resources in medical schools. With these improvements, physiology education can be enriched with more interactive IT-based learning activities, which help students to acquire knowledge more efficiently and effectively in developing countries like Sri Lanka.

]]> 2008-03-11 info:doi/10.1152/advan.00067.2007 American Physiological Society 1 32 85 2008-03-01 81 TEACHING WITH TECHNOLOGY http://advan.physiology.org/cgi/content/abstract/32/1/86?rss=1 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 lecture-online format. A total of 658 final grades (traditional = 346, hybrid = 312) was used to evaluate the effect of course format on academic performance. The hybrid online portion was delivered using WebCT Vista, enhanced with various instructional technologies. The hybrid lecture portion was enhanced with an in-class response system. PowerPoint files were used to distribute in-class lectures in both formats of the course. Final student grades were 9.9% higher (83% of the increase due to an increase in the exam grade) when the course was administered in a hybrid format (P = 0.01), which translated to a one letter grade increase on a standard grading scale. Transition from a traditional lecture format to a hybrid format significantly enhanced student learning; presumably, this increase is due to the fact that students were able to increase their exposure to course content via access to material on WebCT.

]]> 2008-03-11 info:doi/10.1152/advan.00066.2007 American Physiological Society 1 32 91 2008-03-01 86 TEACHING WITH TECHNOLOGY http://advan.physiology.org/cgi/content/abstract/32/1/92?rss=1 Teaching high school students about the digestive system can be a challenge for a teacher when s/he wants to overcome rote learning of facts without a deeper understanding of the physiological processes inside the alimentary tract. A series of model experiments illustrating the journey of a sandwich was introduced into teaching high school biology. Using a computer equipped with a commercially available data-acquisition system and a couple of sensors, it was possible to illustrate the basic underlying physical and chemical principles of digestion to the students. Students were able to investigate, through hands-on activities, the chewing force of the jaws, importance of the mechanical breakdown of food, enzymatic activity of pepsin and amylase, antibacterial activity of hydrochloric acid, and importance of the villi for absorption. Students found the experiments interesting and helpful for understanding the digestive process. Furthermore, the results from testing indicated that the students had a deeper understanding of the physiological processes.

]]> 2008-03-11 info:doi/10.1152/advan.00035.2007 American Physiological Society 1 32 99 2008-03-01 92 TEACHING WITH TECHNOLOGY http://advan.physiology.org/cgi/content/abstract/32/1/100?rss=1 In this report, a brief history of the Valsalva (Valsalva-Weber) maneuver is outlined, followed by an explanation on the use of this approach for the evaluation of cardiac autonomic function based on underlying heart rate changes. The most important methodological and interpretative aspects of the Valsalva-Weber maneuver are critically updated, and some guidelines are established for simple application of the maneuver in a teaching or research laboratory setting. These include the hemodynamic and cardiac autonomic mechanisms involved, technical aspects such as the intensity and duration of the expiratory straining, frequency of maneuver sessions, training and posture of the individuals tested, different time- and grade change-dependent indexes of heart interval variation, and clinical application of the maneuver.

]]> 2008-03-11 info:doi/10.1152/advan.00057.2007 American Physiological Society 1 32 106 2008-03-01 100 TEACHING IN THE LABORATORY http://advan.physiology.org/cgi/content/full/32/1/107?rss=1 2008-03-11 info:doi/10.1152/advan.00111.2007 American Physiological Society 1 32 108 2008-03-01 107 LETTER TO THE EDITOR