http://advan.physiology.org Advances in Physiology Education RSS feed -- current issue 1522-1229 Jun 1 2009 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/33/2/81?rss=1 Learning about statistics is a lot like learning about science: the learning is more meaningful if you can actively explore. This second installment of Explorations in Statistics delves into test statistics and P values, two concepts fundamental to the test of a scientific null hypothesis. The essence of a test statistic is that it compares what we observe in the experiment to what we expect to see if the null hypothesis is true. The P value associated with the magnitude of that test statistic answers this question: if the null hypothesis is true, what proportion of possible values of the test statistic are at least as extreme as the one I got? Although statisticians continue to stress the limitations of hypothesis tests, there are two realities we must acknowledge: hypothesis tests are ingrained within science, and the simple test of a null hypothesis can be useful. As a result, it behooves us to explore the notions of hypothesis tests, test statistics, and P values.

]]> 2009-06-09 info:doi/10.1152/advan.90218.2008 American Physiological Society 2 33 86 2009-06-01 81 STAYING CURRENT http://advan.physiology.org/cgi/content/abstract/33/2/87?rss=1 Learning about statistics is a lot like learning about science: the learning is more meaningful if you can actively explore. This third installment of Explorations in Statistics investigates confidence intervals. A confidence interval is a range that we expect, with some level of confidence, to include the true value of a population parameter such as the mean. A confidence interval provides the same statistical information as the P value from a hypothesis test, but it circumvents the drawbacks of that hypothesis test. Even more important, a confidence interval focuses our attention on the scientific importance of some experimental result.

]]> 2009-06-09 info:doi/10.1152/advan.00006.2009 American Physiological Society 2 33 90 2009-06-01 87 STAYING CURRENT http://advan.physiology.org/cgi/content/abstract/33/2/91?rss=1 Current engineering applications in the medical arena are extremely progressive. However, it is rather difficult for medical doctors and engineers to discuss issues because they do not always understand one another's jargon or ways of thinking. Ideally, medical engineers should become acquainted with medicine, and engineers should be able to understand how medical doctors think. Tohoku University in Japan has managed a number of unique reeducation programs for working engineers. Recurrent Education for the Development of Engineering Enhanced Medicine has been offered as a basic learning course since 2004, and Education through Synergetic Training for Engineering Enhanced Medicine has been offered as an advanced learning course since 2006. These programs, which were developed especially for engineers, consist of interactive, modular, and disease-based lectures (case studies) and substantial laboratory work. As a result of taking these courses, all students obtained better objective outcomes, on tests, and subjective outcomes, through student satisfaction. In this article, we report on our unique biomedical education programs for engineers and their effects on working engineers.

]]> 2009-06-09 info:doi/10.1152/advan.90120.2008 American Physiological Society 2 33 97 2009-06-01 91 HOW WE TEACH http://advan.physiology.org/cgi/content/abstract/33/2/98?rss=1 A diverse student population is a relatively recent feature of the higher education system in the United Kingdom. Consequently, it may be thought that more "traditional" types of assessment based around essay writing skills for science undergraduates may be of decreasing value and relevance to contemporary students. This article describes a study in which the process of feedback on, and associated redrafting of, an essay was closely supervised to improve essay writing skills and subsequent exam performance. The results of this study show that students can significantly improve their learning and academic performance, as assessed by final examination mark, by a process that more closely mimics a "real-world" situation of review and redrafting. Additionally, the data show that students benefit from feedback only when this is used appropriately by the student. The article also discusses the continuing importance and relevance of essay writing skills so that writing, and acting upon feedback to do with that writing, remains an integral part of the process of learning.

]]> 2009-06-09 info:doi/10.1152/advan.90127.2008 American Physiological Society 2 33 102 2009-06-01 98 HOW WE TEACH http://advan.physiology.org/cgi/content/abstract/33/2/103?rss=1 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 presented with a traditional lecture served as the control group. A pretest/posttest assessment and a survey were administered to both sections and used in data analysis. In addition, overall test scores and item analysis were examined. The analysis revealed that participants in both groups improved significantly from pretest to posttest, but there were no significant differences between the groups in posttest scores. Neither group showed a significant change from posttest to the exam. However, there was a moderate positive effect on engagement and satisfaction survey questions from being in the study group (based on 255 total surveys returned by both groups). The role-play activity was at least as effective as the lecture in terms of student performance on the above-mentioned assessments. In addition, it proved successful in engaging students in the learning process and increasing their satisfaction.

]]> 2009-06-09 info:doi/10.1152/advan.00004.2009 American Physiological Society 2 33 110 2009-06-01 103 HOW WE TEACH http://advan.physiology.org/cgi/content/abstract/33/2/111?rss=1 The purpose of this study was to evaluate the practicality of implementing a peer-teaching program in a large class (>350 students) of medical students and whether such a program is beneficial. Case-based problems were developed by faculty members to facilitate student problem solving and discussion. Voluntary student enrollment was available during the first week of a semester. Tutorials took place during out of class time and were facilitated by peers from the previous class. Tutors were selected for their outstanding performance in physiology; they were provided with training in facilitation skills and were given a package of model answers. Sixty-eight students enrolled in this pilot program and were organized into groups of ~8 students. On average, students attended four of six tutorials. Posttutorial quiz scores were significantly greater than paired pretest scores. Surveys showed that students had high expectations at the outset, which were matched with positive perceptions at the end of the tutorial program; the use of near-peer tutors was especially well received. Tutors also gave high approval ratings for their experiences. In conclusion, the peer tutoring program was logistically straightforward to implement in a large class and was endorsed by the participants.

]]> 2009-06-09 info:doi/10.1152/advan.90212.2008 American Physiological Society 2 33 114 2009-06-01 111 HOW WE TEACH http://advan.physiology.org/cgi/content/abstract/33/2/115?rss=1 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 Bioengineering Department, we started an experiential laboratory physiology to teach graduated students some aspects of sensorial physiology and exposes them to laboratory skills in instrumentation and physiological measurements. Students were able to analyze and quantify the effects of activation of mechanoreceptors in multifiber afferent discharges using equipment that was not overly sophisticated. In consequence, this practical laboratory helps students to make connections with physiological concepts acquired in theoretical classes and to introduce them to electrophysiological research.

]]> 2009-06-09 info:doi/10.1152/advan.90200.2008 American Physiological Society 2 33 120 2009-06-01 115 TEACHING IN THE LABORATORY http://advan.physiology.org/cgi/content/abstract/33/2/121?rss=1 A modular patch-clamp amplifier was constructed based on the Strickholm design, which was initially published in 1995. Various parts of the amplifier such as the power supply, input circuit, headstage, feedback circuit, output and nulling circuits were redesigned to use recent software advances and fabricated using the common lithographic printed circuit board fabrication process and commercially available electronic components. The calibration, validation, and regular recording procedures along with the results of an actual recording of inward Ca²⁺ currents from PC12 neuronal cells are described in detail. This work describes the construction of a low-cost patch-clamp amplifier and setting up an electrophysiology recording system in a laboratory with regular technical expertise. The constructed amplifier provides an inexpensive yet practical tool for research and teaching purposes while the experience obtained during construction and setting up of the patch-clamp amplifier provides the basic and advanced understanding required for operating an advanced cell potential recording apparatus.

]]> 2009-06-09 info:doi/10.1152/advan.90205.2008 American Physiological Society 2 33 129 2009-06-01 121 TEACHING IN THE LABORATORY http://advan.physiology.org/cgi/content/full/33/2/130?rss=1 2009-06-09 info:doi/10.1152/advan.90217.2008 American Physiological Society 2 33 131 2009-06-01 130 ILLUMINATIONS http://advan.physiology.org/cgi/content/full/33/2/132?rss=1 2009-06-09 info:doi/10.1152/advan.00024.2009 American Physiological Society 2 33 133 2009-06-01 132 LETTER TO THE EDITOR http://advan.physiology.org/cgi/content/full/33/2/134?rss=1 2009-06-09 info:doi/10.1152/advan.00007.2009 American Physiological Society 2 33 134 2009-06-01 134 LETTER TO THE EDITOR http://advan.physiology.org/cgi/content/full/33/2/135?rss=1 2009-06-09 info:doi/10.1152/advan.00005.2009 American Physiological Society 2 33 136 2009-06-01 135 LETTER TO THE EDITOR http://advan.physiology.org/cgi/content/full/33/2/137?rss=1 2009-06-09 info:doi/10.1152/advan.00018.2009 American Physiological Society 2 33 137 2009-06-01 137 LETTER TO THE EDITOR