Teaching critical thinking skills in physiology.
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This is a report of a workshop presented at Experimental Biology '99 on April 18, 1999, in Washington, DC. (+info)
Physiology teaching in the developing world: models for quality learning.
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An important initiative to develop higher education and physiology teaching was launched when recommendations were deliberated at the concluding session of a four-day international workshop, Physiology Teaching in the Developing World: Models for Quality Learning, held April 5-8, 1999, at the Aga Khan University, Karachi, Pakistan. The event was organized under the auspices of the International Union of Physiological Sciences (IUPS), Pakistan Physiological Society, and Aga Khan University. Among other major sponsors, the Islamic Development Bank, Islamic Educational Science and Cultural Organization. Third World Academy of Sciences, and Pakistan Science Foundation were prominent. (+info)
Biomedical device design discovery team approach to teaching physiology to undergraduate bioengineering students.
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Teaching effectiveness is enhanced by generating student enthusiasm, by using active learning techniques, and by convincing students of the value of acquiring knowledge in the area of study. We have employed a technique to teach physiology to bioengineering students that couples students' enthusiasm for their chosen field, bioengineering, with an active learning process in which students are asked to design a biomedical device to enhance, replace, or create a new cellular or organ system function. Each assignment is designed with specific constraints that serve to direct students' attention to specific areas of study and that require students to create original designs. Preventing students from using existing designs spurred student invention and enthusiasm for the projects. Students were divided into groups or "design discovery teams" as might be done in a biomedical device industry setting. Students then researched the physiological issues that would need to be addressed to produce an acceptable design. Groups met with faculty to brainstorm and to obtain approval for their general design concepts before proceeding. Students then presented their designs to the instructors in a structured, written outline form and to the class as a 10-minute oral presentation. Grades were based on the outline, oral presentation, and peer evaluations (group members anonymously rated contributions of other members of their team). We believe that this approach succeeded in generating enthusiasm for learning physiology by allowing the students to think creatively in their chosen field of study and that it has resulted in students developing a more thorough understanding of difficult physiological concepts than would have been achieved with a traditional didactic lecture approach. (+info)
A simple, inexpensive method for teaching how membrane potentials are generated.
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We have developed a simple laboratory exercise that uses an inexpensive dialysis membrane (molecular weight cutoff = 100) to illustrate the generation of membrane potentials (Vm) across plasma membranes of animal cells. A piece of membrane approximately 2.0 cm2 is mounted in an Ussing-like chamber. One chamber half is designated cytosol and the other half external. Chamber sidedness helps students relate their findings to those of real cells. As in real cells, outward directed K+ concentration gradients [high cytosolic K+ concentration ([K+]c) and low extracellular K+ concentration] generate cytosol electrically negative Vm with a slope of approximately -45 mV/decade change in [K+]c. The polarity of Vm reflects the outward flow of potassium ions because flow of the larger counterion, H2PO4-, is restricted to the pores in the membrane. A slope less than Nernstian (<59 mV/decade) suggests that the membrane is slightly permeable to H2PO4-. Importantly, this facilitates teaching the use of the Nernst equation to quantify the relationship between ion concentration ratios across membranes and magnitude of Vm. For example, students use their data and calculate a permeability ratio PK/PH2PO4 that corresponds to a slope of approximately 24% less than Nernstian. This calculation shows that Nernstian slopes are achieved only when permeability to the counterion is zero. Finally, students use the concept of membrane capacitance to calculate the number of ions that cross the membrane. They learn where these ions are located and why the bulk solutions conform to the principle of electroneutrality. (+info)
Report of the worldwide survey on teaching physiology.
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This report by George G. Somjen, for the Commission on Teaching Physiology, International Union of Physiological Sciences, presents a summary of answers received to a questionnaire concerning the state of Physiology Teaching. One hundred seventeen responses have been received from fifty countries. The results have been tabulated and contain information about the teaching methods and resources as well as the commitment in time and effort by the teaching staff. Free-ranging, sometimes pithy, comments made by the respondents have been excerpted and are included. (+info)
A simplified paired neck chamber for the demonstration of baroreflex blood pressure regulation.
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In this investigation a simplified variable-pressure paired neck chamber was developed as a practical alternative to traditional neck collar designs used to study the arterial baroreceptor reflex in humans. The purpose of this new design was to extend the use of the noninvasive neck chamber method of baroreceptor investigation to teachers of physiology. Performance tests indicate that these new chambers are capable of delineating the stimulus-response relationship for both the blood pressure baroreflex [sensitivity = 0.425 +/- 0.13 mmHg mean arterial pressure (MAP)/mmHg neck chamber pressure (NCP); range = 24.9 +/- 4.6 mmHg MAP] and the heart rate baroreflex (sensitivity 0.273 +/- 0.12 beats.min-1.mmHg NCP-1; range = 16.7 +/- 6.8 beats/min). This was achieved by applying localized positive and negative air pressures to the carotid sinuses throughout the range from +60 to -60 mmHg in steps of 20 mmHg. This simplified neck chamber method offers distinct methodological advantages over traditional neck collars, making it a valuable tool for demonstrating baroreflex regulation of the circulation. (+info)
Construction of a model demonstrating cardiovascular principles.
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We developed a laboratory exercise that involves the construction and subsequent manipulation of a model of the cardiovascular system. The laboratory was designed to engage students in interactive, inquiry-based learning and to stimulate interest for future science study. The model presents a concrete means by which cardiovascular mechanics can be understood as well as a focal point for student interaction and discussion of cardiovascular principles. The laboratory contains directions for the construction of an inexpensive, easy-to-build model as well as an experimental protocol. From this experience students may gain an appreciation fo science that cannot be obtained by reading a book or interacting with a computer. Students not only learn the significant physiological concepts but also appreciate the importance of laboratory experimentation for understanding complex concepts. Model construction provides a hands-on experience that may substantially improve performance in science processes. We believe that model construction is an appropriate method for teaching advanced concepts. (+info)
Involving students in question writing: a unique feedback with fringe benefits.
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A contest on question writing was organized during the undergraduate medical physiology teaching program. Students were asked to write and submit multiple-choice questions of the assertion-reasoning type (type E) in physiology. The winners were decided after the questions submitted were graded on a six-point scale (0-5) that considered both thematic novelty and construct correctness. Of the 100 students in the class, 37 participated in the contest, and a total of 912 questions was received. The contest encouraged the students to go through their subjects critically. The questions provided the instructor with insight into the learning habits and misconceptions of the students and provided the grist for animated discussions in tutorial classes. Although several types of errors were deciphered in these questions, with suitable modifications the questions helped the faculty build up a sizable question bank. (+info)