Utilizing data from the clinical pulmonary function laboratory to teach about respiratory physiology: illustrating airway-parenchymal interdependence.

IF 1.7 4区 教育学 Q2 EDUCATION, SCIENTIFIC DISCIPLINES Advances in Physiology Education Pub Date : 2024-06-01 Epub Date: 2024-02-01 DOI:10.1152/advan.00149.2023
Sean Till, David A Kaminsky
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Abstract

Here we demonstrate how data from the clinical pulmonary function lab can help students learn about the principle of airway-parenchymal interdependence. We examined the relationship between airway conductance (Gaw) and lung volume (thoracic gas volume, TGV) in 48 patients: 17 healthy; 20 with emphysema, expected to have reduced airway-parenchymal interdependence; and 11 with pulmonary fibrosis, expected to have increased airway-parenchymal interdependence. Our findings support these expectations, with the slope of Gaw vs. TGV being steeper among those with pulmonary fibrosis and flatter among those with emphysema, compared to the slope of the healthy group. This type of analytic approach, using real-world patient data readily available from any pulmonary function laboratory, can be used to explore other fundamental principles of respiratory physiology.NEW & NOTEWORTHY This report demonstrates how common data obtained from the clinical pulmonary function testing laboratory can be used to illustrate important principles of respiratory physiology. Here we show how the relationship between airway conductance and lung volume across different disease states reflects intrinsic differences in airway-parenchymal interdependence.

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利用临床肺功能实验室的数据讲授呼吸生理学:说明气道与肺实质之间的相互依存关系。
在这里,我们展示了临床肺功能实验室的数据如何帮助学生学习气道--肺泡相互依存的原理。我们研究了 48 名患者的气道传导(Gaw)和肺容积(胸腔气体容积,TGV)之间的关系:其中包括 17 名健康患者、20 名肺气肿患者(预计气道与肺实质之间的相互依赖关系会减弱)和 11 名肺纤维化患者(预计气道与肺实质之间的相互依赖关系会增强)。我们的研究结果支持这些预期,与健康组的斜率相比,肺纤维化患者的 Gaw 与 TGV 的斜率更陡峭,而肺气肿患者的斜率更平坦。这种分析方法使用的是任何肺功能实验室都能获得的患者真实数据,可用于探索呼吸生理学的其他基本原理。
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来源期刊
CiteScore
3.40
自引率
19.00%
发文量
100
审稿时长
>12 weeks
期刊介绍: Advances in Physiology Education promotes and disseminates educational scholarship in order to enhance teaching and learning of physiology, neuroscience and pathophysiology. The journal publishes peer-reviewed descriptions of innovations that improve teaching in the classroom and laboratory, essays on education, and review articles based on our current understanding of physiological mechanisms. Submissions that evaluate new technologies for teaching and research, and educational pedagogy, are especially welcome. The audience for the journal includes educators at all levels: K–12, undergraduate, graduate, and professional programs.
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