American Journal of Physiology - Advances in Physiology Education
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Use of brook char (Salvelinus fontinalis) physiological responses to stress as a teaching exercise.
American Journal of Physiology - Advances in Physiology Education - Tập 23 Số 1 - Trang S18-23 - 2000
Fish hematological changes during osmotic and cold stress are used to introduce
the physiological reactions of the animal to an acute stress. Brook char
(Salvelinus fontinalis) were subjected to 1 h of stress before being
anesthetized and having blood taken from their caudal vein. Glucose, hemoglobin,
hematocrit, and osmolarity were determined in the blood samples. Analyses showed
that glucose con...
A physiologist's view of homeostasis
American Journal of Physiology - Advances in Physiology Education - Tập 39 Số 4 - Trang 259-266 - 2015
Homeostasis is a core concept necessary for understanding the many regulatory
mechanisms in physiology. Claude Bernard originally proposed the concept of the
constancy of the “milieu interieur,” but his discussion was rather abstract.
Walter Cannon introduced the term “homeostasis” and expanded Bernard's notion of
“constancy” of the internal environment in an explicit and concrete way. In the
1960...
Combining simulated patients and simulators: pilot study of hybrid simulation in teaching cardiac auscultation
American Journal of Physiology - Advances in Physiology Education - Tập 38 Số 4 - Trang 343-347 - 2014
Auscultation torsos are widely used to teach position-dependent heart sounds and
murmurs. To provide a more realistic teaching experience, both whole body
auscultation mannequins and torsos have been used in clinical examination skills
training at the Medical Faculty of the University of Muenster since the winter
term of 2008–2009. This training has since been extended by simulated patients,
which...
A comparison of professional-level faculty and student perceptions of active learning: its current use, effectiveness, and barriers
American Journal of Physiology - Advances in Physiology Education - Tập 38 Số 3 - Trang 246-252 - 2014
Active learning is an instructional method in which students become engaged
participants in the classroom through the use of in-class written exercises,
games, problem sets, audience-response systems, debates, class discussions, etc.
Despite evidence supporting the effectiveness of active learning strategies,
minimal adoption of the technique has occurred in many professional programs.
The goal of...
A set of vertically integrated inquiry-based practical curricula that develop scientific thinking skills for large cohorts of undergraduate students
American Journal of Physiology - Advances in Physiology Education - Tập 37 Số 4 - Trang 303-315 - 2013
Science graduates require critical thinking skills to deal with the complex
problems they will face in their 21st century workplaces. Inquiry-based
curricula can provide students with the opportunities to develop such critical
thinking skills; however, evidence suggests that an inappropriate level of
autonomy provided to underprepared students may not only be daunting to students
but also detrimen...
Less teaching, more learning: 10-yr study supports increasing student learning through less coverage and more inquiry
American Journal of Physiology - Advances in Physiology Education - Tập 36 Số 4 - Trang 325-335 - 2012
In this study, we compared gains in student content learning over a 10-yr period
in which the introductory biology laboratory curriculum was changed in two ways:
an increase of inquiry and a reduction of content. Three laboratory formats were
tested: traditional 1-wk-long cookbook laboratories, two 7-wk-long inquiry
laboratories, and one 14-wk-long inquiry laboratory. As the level of inquiry
incre...
Process-oriented guided-inquiry learning improves long-term retention of information
American Journal of Physiology - Advances in Physiology Education - Tập 37 Số 3 - Trang 233-241 - 2013
Many chemistry educators have adopted the process-oriented guided instructional
learning (POGIL) pedagogy. However, it is not clear which aspects of POGIL are
the most important in terms of actual learning. We compared 354 first-year
undergraduate psychology students' learning in physiological psychology using
four teaching methods: control, POGIL, POGIL without reporting [no report out
(NRO)], an...
Process-oriented guided-inquiry learning in an introductory anatomy and physiology course with a diverse student population
American Journal of Physiology - Advances in Physiology Education - Tập 34 Số 3 - Trang 150-155 - 2010
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 senior biology, biochemistry, and forensic
science ...
Interactive mobile learning: a pilot study of a new approach for sport science and medical undergraduate students
American Journal of Physiology - Advances in Physiology Education - Tập 37 Số 4 - Trang 292-297 - 2013
Mobile learning has increasingly become interwoven into the fabric of learning
and teaching in the United Kingdom higher education sector, and as technological
issues become addressed, this phenomena has accelerated. The aim of the study
was to examine whether learning using a mobile learning device (Samsung NC10
Netbook) loaded with interactive exercises promoted learning compared with a
traditio...
Evolution in statistics: P values, statistical significance, kayaks, and walking trees
American Journal of Physiology - Advances in Physiology Education - Tập 44 Số 2 - Trang 221-224 - 2020
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