教育学最新文献

Autonomic function testing (AFT) is crucial for assessing autonomic nervous system integrity and diagnosing dysautonomia. However, AFT remains underrepresented in undergraduate physiology curricula worldwide. Limited evidence exists on how structured, skill-based AFT modules influence medical students' perceptions of learning within a competency-based framework. This study evaluated third-year medical students' perceptions of a structured AFT elective emphasizing experiential learning and faculty-guided skill acquisition and designed to bridge theoretical knowledge with clinical application. Ten third-year medical students participated in a 2-wk AFT elective combining lectures, hands-on testing, student presentations, and clinical case discussions. We employed a mixed-methods approach using structured questionnaires with 5-point Likert-scale items and open-ended questions. Quantitative data were analyzed descriptively, whereas qualitative responses underwent thematic analysis. Students reported uniformly high satisfaction across domains, including clarity of objectives (4.83 ± 0.22), clinical relevance (4.93 ± 0.10), and hands-on sessions (4.81 ± 0.18). The pretest-posttest analysis following the first lecture showed significant improvement (mean difference = 2.75, P = 0.0017). Thematic analysis revealed seven major themes: experiential learning, theory-practice integration, faculty engagement, student seminars, Objective Structured Clinical Examination (OSCE) assessment, curriculum expansion, and clinical preparedness. We conclude that integrating AFT electives within competency-based medical education (CBME) frameworks can enhance engagement, reinforce physiology-clinic integration, and stimulate student interest in underrepresented domains such as autonomic testing. This pilot provides a replicable model for embedding experiential learning into undergraduate physiology education.NEW & NOTEWORTHY This study presents a holistic systematic evaluation of an autonomic function testing (AFT) elective integrated into undergraduate medical education. We demonstrated that hands-on AFT training achieves high student satisfaction and enhances clinical confidence in the diagnosis of dysautonomia. The AFT teaching and assessment framework offers a replicable model for other institutions seeking to implement skill-based AFT electives. The findings of the study address a critical gap in medical education, where AFT remains underrepresented despite its growing clinical importance.

With the advent of a hybrid medical school curriculum and the entry of Generation Z (Gen Z) learners into the classroom, faculty need to adopt innovative strategies to design their virtual asynchronous lectures. An hour-long prerecorded didactic lecture often results in passive learning without immediate feedback for learners. Therefore, our goal was to increase learner interactivity in a traditional prerecorded first-year medical school lecture taught asynchronously by utilizing virtual teaching tools and technologies. We successfully redesigned the traditional asynchronous lecture by implementing interactive activities using the H5P plug-in technology. Guided by the principle of "backward design," we reduced didactic lecture time by incorporating two H5P activities: 1) a drag-and-drop activity for recall and immediate feedback, and 2) a branching scenario for application of foundational knowledge in a clinical case scenario. This increased learner interactivity with asynchronously presented material and provided an opportunity for immediate feedback to learners. Our work provides a practical and transferable guide for educators wishing to apply the H5P plug-in technology to convert passive asynchronous lectures into structured, interactive modules.NEW & NOTEWORTHY As educators, are you looking to boost engagement in your asynchronous lectures? This paper provides a practical guide for implementing interactive activities using the H5P plug-in, a virtual teaching technology to increase student engagement and learner feedback. The authors detail their strategies to create a targeted "drag-and-drop" exercise and a "branching scenario" to complement their asynchronous lecture recording. Additionally, they also provide their rationale behind choosing these two activities as part of their lecture.

The use of virtual reality (VR) in medical education has been shown to be effective in student engagement and learning. Medical physiology is an intensive 10-wk course at Dr. Kiran C. Patel College of Osteopathic Medicine. In this article, we describe how we incorporated VR into medical physiology. Our goal was to increase student engagement in learning the physiology of the autonomic nervous system. We used a simulated case in the Acadicus VR platform, and we used the 3D Organon VR platform for anatomical tracing of various components of the autonomic nervous system. This article describes how we incorporated the session into the course and the performance of students on questions associated with the topic of autonomic nervous system before and after addition of the VR session. Limitations for the observations are discussed.NEW & NOTEWORTHY Virtual reality is being used in medical education as it allows creating a simulated clinical environment that can be manipulated by the student to facilitate their learning. In this paper, we describe how we used virtual reality platforms to create a session for the anatomy and physiology of the autonomic nervous system. Medical educators can make use of various virtual reality platforms to immerse students in learning the basic sciences.

The venoarteriolar reflex (VAR) is a peripheral vascular response that limits edema formation in dependent limbs. Despite its physiological relevance, it is rarely addressed in teaching laboratories. The author describes a simple, low-cost protocol that uses photoplethysmography (PPG) and basic postural changes to demonstrate the VAR in real time. In most classroom sessions, a reduction in PPG amplitude is observed during limb dependency and rapid recovery when the limb is returned to heart level. These observations provide a basis for discussing hydrostatic effect, Starling's forces, and myogenic mechanisms of vascular regulation. Because PPG reflects skin blood flow, the protocol also invites links to autonomic and endocrine physiology. Requiring minimal equipment and preparation, this demonstration offers an accessible and engaging tool for physiology education. This accessible and engaging protocol helps students integrate theoretical and experimental learning in vascular physiology.NEW & NOTEWORTHY This article presents a simple classroom demonstration of the venoarteriolar reflex (VAR) using photoplethysmography and limb positioning. This low-cost protocol allows students to visualize vascular regulation in real time and stimulates discussion of hydrostatic effect, myogenic activity, and edema prevention. Accessible and engaging, it offers instructors an easy way to connect theoretical principles with direct experimental observation.

Traditional laboratory practicals exploring cardiovascular physiology and pharmacology rely on mammalian models, presenting ethical, financial, and logistical challenges. Danio rerio (zebrafish) larvae offer a compelling alternative that aligns with the partial replacement principle of replacement, reduction, and refinement (the 3Rs), while providing an opportunity for students to develop desirable in vivo skills to improve their employability. Here, we introduce an engaging set of in vivo laboratory practicals suitable for large undergraduate cohorts that utilizes larval zebrafish to investigate cardiac ion channels and receptors. The practical involves two 3-hour sessions where students measure heart rate in 72- and 96-hour postfertilization larvae in response to various treatments. The first session introduces students to handling larval zebrafish before exploring the effects of a reduced ambient temperature and application of the commonly used zebrafish anesthetic tricaine (MS-222) on both heart rate and the zebrafish startle reflex. Finally, students apply the well-known adrenergic agonist adrenaline. The second session empowers students to develop their own testable hypothesis regarding which ion channels or receptors are likely to influence zebrafish heart rate, providing them with the autonomy to select two pharmacologically active drugs from a carefully curated list [e.g. isoproterenol (β-adrenergic receptor agonist), propranolol (β-adrenergic receptor antagonist), and nifedipine (L-type calcium channel blocker)] that will enable them to address their hypothesis. Students' subsequent data for analysis allows them to develop an understanding of the conserved and divergent aspects of cardiac physiology between zebrafish and mammalian systems, and an appreciation of the importance of appropriate model selection in physiological and pharmacological research.NEW & NOTEWORTHY The document outlines how large-scale undergraduate practical classes involving Danio rerio (zebrafish) can be used to teach cardiovascular physiology. It emphasizes the educational value of using live zebrafish to explore heart rate, drug effects, and homeostasis. The process supports active, inquiry-based learning, fostering engagement, critical thinking, and collaborative skills. It also addresses ethical and logistical considerations. Overall, the approach effectively combines hands-on experimental experience with core physiological concepts in an impactful educational format.

NEW & NOTEWORTHY Unlike broad, older "active learning" overviews, this review applies a physiology-specific, Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) 2020-guided approach [protocol registered on Open Science Framework (OSF)] that integrates empirical evidence with theory to produce actionable guidance. It updates the field through an exhaustive 1990 to Aug 2025 search and quality appraisal [Medical Education Research Study Quality Instrument (MERSQI)/Mixed Methods Appraisal Tool (MMAT)] and then maps findings onto six persistent, discipline-relevant challenges (large-class engagement; abstract/paired concepts; fragmented knowledge; system-level complexity; preclass preparation; and formative feedback). Beyond cataloging strategies, it links each challenge to concrete, small-step interventions (interactive lecturing with polling, peer instruction, scaffolded problem-solving, pattern recognition, system-based frameworks for acid-base, flipped elements, and low-stakes assessment) explicitly grounded in learning theory (constructivism, cognitive load, dual coding, and retrieval practice). Sensitivity analyses demonstrate thematic robustness. The result is a practical, evidence-and-theory-informed toolkit that shows educators how to incrementally transform physiology teaching without curricular overhaul.

NEW & NOTEWORTHY Students are gathering pebbles, not building bridges. We must teach them to think like architects, not collectors. Highlighting and flash cards create the illusion of mastery, not understanding. This article draws on cognitive science and medical education to expose the gap between effort and insight. It offers practical strategies to shift classrooms from passive review to active reasoning. In an age of AI and information overload, we must cultivate thinkers who can question, connect, and adapt.

Effective feedback is a cornerstone of student learning in scientific writing, yet many teaching assistants (TAs) lack formal training in how to provide it. This study describes the design, implementation, and evaluation of a course-specific feedback training for graduate TAs in a third-year undergraduate medical sciences laboratory course. The intervention included a structured workshop and collaboratively developed feedback guidelines tailored to the course's scientific writing assignments. Data were collected through three anonymous surveys administered before, during, and after the course to assess TAs' prior experience, perceptions of the training, and reflections on their practice in providing feedback. Results showed that most TAs had no prior training in feedback and valued the discipline-specific nature of the workshop, particularly the use of case studies from previous course iterations. TAs reported improved understanding and confidence in delivering effective feedback, although variation in guideline use and feedback overload were noted as challenges. The findings suggest that structured, course-specific feedback training can enhance TA feedback practices and support both TA professional development and student learning. This model may be adapted for broader departmental or institutional use.NEW & NOTEWORTHY Teaching assistants (TAs) are often the main source of feedback on scientific writing in undergraduate physiology and biomedical science courses, but most have not been trained to do it well. We created a course-level intervention to help graduate TAs give more useful feedback. Our practical approach, which involved a 1-day workshop and the development of course-specific feedback guidelines, can be scaled and adapted to improve the teaching and learning of scientific communication skills.