Advances in Physiology Education最新文献

Academic dishonesty is becoming more common among university students in science, technology, engineering, and mathematics (STEM)-based programs. This is concerning because these students hold positions of responsibility in their professional careers. The purpose of this qualitative study was to examine if a student's academic standing and/or first-generation (First-Gen) status would affect their views of academic integrity and dishonesty within their academic coursework. Freshmen completed reflections at the start and end of their first semester of college. Qualitative responses from their reflections were reviewed and organized into common themes. Students were grouped based on university matriculation criteria [high-school grade-point average (GPA), Standards Admissions Test (SAT), and the American College Test (ACT) scores and parental higher education status]. The primary findings of the study demonstrated that the students responded similarly to their views of academic honesty, but some themes were more prevalent across the groups (First-Gen, Honors, and Pre-Math). This study identified several areas to help STEM students in a physiology-based program gain a better understanding of academic integrity and dishonesty.NEW & NOTEWORTHY A qualitative investigation of the views of academic honesty among freshmen in a physiology-based program.

Since 2001, the National Institutes of Health (NIH) have funded the Institutional Development Award (IDeA) Network of Biomedical Research Excellence (INBRE) to expand biomedical research capacity among states in which NIH funding was historically low. The Western IDeA Region comprises seven states: Alaska, Hawaii, Idaho, Montana, New Mexico, Nevada, and Wyoming. Beginning in 2017, these states developed an interstate "supernetwork": the Regional Alliance of INBRE Networks (RAIN). RAIN's four initiatives are: 1) holding regular INBRE program director/principal investigator (PD/PI) communication and strategy sessions; 2) sharing research Core Facilities and programs; 3) developing interstate undergraduate student research exchanges; and 4) promoting interstate research collaborations. The seven INBRE PD/PIs meet monthly, usually virtually, to share administrative best practices, help each other problem-solve, and support one another's competitive renewals. Sharing IDeA-built Core Facilities and programs offers unique and/or faster services for researchers, without states needing to duplicate core capabilities. This substantially reduced costs. In 2019, ID-, MT-, and NM-INBREs estimated that sharing their existing Core Facilities and services saved $27.6 million over the course of one 5-yr funding cycle. Each undergraduate summer research program is open to other RAIN state students, with 29 student participants thus far. Faculty interdisciplinary research is promoted by a Collaboration Studio and special funding. To date, RAIN support has led to 18 scientific presentations, 12 peer-reviewed publications, and generated $1,400,000 in new NIH grants. RAIN is a model for other programs to share best practices, enhance interdisciplinary collaborations, limit redundant infrastructure, and share research/mentoring expertise.NEW & NOTEWORTHY The IDeA Network of Biomedical Research Excellence (INBRE) programs in all seven Western region states formed an alliance to compensate for an essentially static National Institutes of Health (NIH) budget but a growing dynamic mission. Biomedical research capacity has grown and our collaboration model benefits grant renewal, access to research Core Facilities, student preparation for the workforce, and faculty interdisciplinary solutions for complex medical problems.

We present an alternative to the traditional classroom lecture on the topics of metabolic scaling, allometric relationships between metabolic rate (MR) and body size, and reasons for rejecting Rubner's surface "law," concepts that students have described as challenging, counterintuitive, and/or mathematical. In groups, students work with published data on MR and body size for species representing all five vertebrate groups. To support the exercise, we developed a worksheet that has students define the concept in their own words, compare different measures of MR, and evaluate plots of MR and mass-specific MR vs. body mass for both homeotherms and poikilotherms. Students also attempt to explain why selected species have exceptionally high or low MR values for their body sizes. Student feedback indicated that active learning is an effective way to learn the concepts of metabolic scaling and allometric relationships and that the opportunity to work in groups with real data stimulates interest and an appreciation for the importance of metabolic scaling to the understanding of animal physiology.NEW & NOTEWORTHY Here we describe a worksheet that we designed for a group exercise in which students study real data to learn about metabolic scaling in different groups of vertebrates, understand that metabolic rates are allometric functions of body size, and consider why physiologists now reject Rubner's surface "law." We used this exercise in a course in animal physiology in place of the traditional lecture approach to teaching the concept of metabolic scaling.

This article explores an innovative educational approach using a metabolic board designed to enhance understanding of muscle metabolism across three endurance training zones: Z1 (light intensity), Z2 (moderate intensity), and Z3 (intense/severe intensity). The aerobic threshold marks the transition from light to moderate domains and the anaerobic threshold separates moderate from intense domains, with both thresholds adapting to training. Exercises within each training zone elicit specific adaptive responses through distinct signaling pathways, but the metabolic profile induced remains relatively constant across these intensity domains. The assembly of the metabolic board is guided by interpretative questions derived from recent incremental exercise studies. By interacting with the board, students gain clear insights into the rationale for choosing between continuous and interval exercises. This interactive tool simplifies complex physiological processes into understandable components, clarifying the relationships among motor unit types and their metabolism and principal energy sources at each intensity level. By assembling the board, students demystify muscle metabolism as a continuum of responses crucial for sustaining various exercise intensities. This integration of theoretical knowledge with practical application empowers students and professionals to make informed decisions about training prescriptions, a critical element of training periodization.NEW & NOTEWORTHY Our pedagogical tool offers a unique and enriching learning experience. By active construction of a metabolic board using real data, focused on a predominance of a specific muscle fiber type and its metabolic characteristics across three ranges of exercise intensity domains, the tool promotes deep learning for sports science professionals.

Virtual laboratories (VLs) enable students to experiment, analyze data, or interact with digital content in a nonphysical space. VLs include simulations, electronic notebooks, videos, and augmented reality. As part of the "VL Project," comprising five academic institutions in Ireland, we sought to determine how VLs might enhance practical learning in undergraduate life science students at Dundalk Institute of Technology (DkIT). From 2021 to 2024, we exposed students to VLs in multiple degrees (e.g., BSc Bioscience, BSc Pharmaceutical Science, BSc Biopharmaceutical Science). We focused on Labster simulations and Lab Archives electronic notebooks. Over 600 students performed VLs in 14 modules from first to fourth year (e.g., Biotechnology, Immunology, Bioanalytical Science). We surveyed students before and after using VLs and conducted focus groups to evaluate emergent themes in depth. Among respondents (n = 263), the most beneficial component of laboratory experiences, as indicated by 58% of students was experimental work (as opposed to prepractical talks or postlaboratory assessments). Ninety percent of students agreed with the statement: "VLs enhanced my level of confidence with experimental science." Seventy-five percent of students stated VLs should only be used to complement face-to-face (F-2-F) teaching. Thematic focus group analysis revealed students valued VLs as prelaboratory tools, allowing repeated engagement with, and troubleshooting of experiments in a safe, nontime-limited manner. In conclusion, students reinforced they valued hands-on experience, in-person instructor guidance, and real-world demonstration for experimental work. VLs can complement but should not replace F-2-F laboratory experiences in undergraduate life sciences.NEW & NOTEWORTHY This study represents the largest and most systematic analysis of student perceptions of life science virtual laboratories conducted in Ireland. Our findings provide student-centered feedback on the potential benefits and challenges of using virtual laboratories to enhance life science learning and have wide implications for how these resources might be best utilized in other institutions in the future.

The implementation of active learning methods poses challenges for both instructors and students. Despite institutional support, some educators may encounter difficulties in effectively incorporating this methodology into their teaching practices. We hypothesized that one contributing factor could be the misguided self-perception regarding their class methodology. The objective of this study was to assess whether instructors and students can accurately recognize the application of active learning methods during classes and to identify the characteristics of these classes that influence the satisfaction of both educators and learners. A cross-sectional observational study was conducted during the emergency remote teaching caused by the COVID-19 pandemic. We examined 58 class sessions from a medical school program committed to active learning methodologies using an adapted version of the PORTAAL tool and administered postclass surveys to both instructors and students. Students, but not instructors, were able to accurately recognize the use of active learning methods. Additionally, class satisfaction reported by both instructors and students positively correlated with their self-perceived use of active learning methods in the class, regardless of whether the perception was more accurate, as seen in the students' perceptions, or more inaccurate, as observed in instructors' misperceptions.NEW & NOTEWORTHY This study assesses the recognition and satisfaction of active learning methods among instructors and students during emergency remote teaching due to COVID-19. We examined 58 medical school sessions using the PORTAAL tool and postclass surveys. Findings show students accurately identified active learning, while instructors did not. Satisfaction correlated with perceived active learning use, regardless of accuracy, highlighting the importance of aligning self-perception with actual teaching practices to enhance educational outcomes.

This research focuses on Generation Z (Gen Z) students, specifically those in nursing colleges. Gen Z individuals display unique characteristics in terms of thinking, personality, lifestyle, and learning preferences compared to preceding generations, necessitating adaptations in teaching methodologies within nursing schools. This study explores the effectiveness of the jigsaw technique (JST) in engaging first-year undergraduate nursing students in the learning process. Four topics (modules): Cardiovascular system (module 1), Respiratory system (module 2), Endocrine system (module 3), and Central nervous system (module 4) were selected. Modules 1 and 2 were taught by JST to group I (jigsaw group) and by conventional didactic lectures to group II (lecture group). The groups alternated teaching methods for the remaining modules. Scores in pretest, posttest, and retention tests were higher in group I than in group II. The results were statistically highly significant (P = 0.000) for modules 1, 2, and 4 and not significant (P = 0.411) for module 3. Analysis of student feedback revealed that 63% of students liked JST. Seventy-one percent responded that this is an interesting way of learning the topic, helped them improve their communication skills, and improved interaction with their peers. Seventy-seven percent found that JST helped them understand the topic easily. Sixty-nine percent think that this technique should be used for teaching other physiological concepts and for other undergraduate subjects as well. The study concludes that using and integrating this student-centric teaching method into Gen Z nursing education holds promise for building a foundation of robust knowledge and developing essential personality skills crucial for future nursing professionals.NEW & NOTEWORTHY In our study, we found that the jigsaw technique (JST) significantly improves understanding, comprehension, and retention of topics among nursing students. It also enhances teamwork, self-confidence, and communication skills, aligning with the preferences of Generation Z students. Student feedback analysis reveals that JST facilitates easier understanding of topics, increases self-confidence, improves interpersonal skills, and creates an interactive learning environment. The authors suggest practical implications for nursing education by integrating JST into the curriculum, despite time constraints.

Here we describe an approach and overall concept of how to train undergraduate university students to understand basic regulation and integration of glucose and fatty acid metabolism in response to fasting, intake of carbohydrates, and aerobic exercise. During lectures and both theoretical and practical sessions, the students read, analyze, and discuss the fundamentals of the Randle cycle. They focus on how metabolism is regulated in adipose tissue, skeletal muscle, and liver at a molecular level under various metabolic conditions. Subsequently, students perform one of four different trials: 1) overnight fast followed by ingestion of jelly sandwiches and lemonade ad libitum for up to 15 minutes; 2) overnight fast followed by ingestion of a chocolate bar and a soda; 3) overnight fast followed by ingestion of carrots; and 4) light fast and aerobic exercise for 2 hours, while monitoring glucose and fatty acid levels. The data from these trials clearly show that glucose levels are kept constant at around 5 mM, while fatty acid levels rise to 300-700 µM after an overnight fast. Upon carbohydrate intake, glucose levels increase, whereas fatty acid levels are reduced. In response to aerobic exercise, the glucose level is kept constant at 5 mM, while fatty acid levels increase over time. Collectively, the data clearly recapitulate the essence of the Randle cycle. The exercise shows the great pedagogical value of experiments within practical courses to help students gain knowledge of energy metabolism and regulation of biochemical pathways. In an active learning environment, students successfully tackled physiological assignments, enhancing constructive communication and collaboration among peers.NEW & NOTEWORTHY Explore our study on how undergraduates learn about glucose and fatty acid metabolism through a blend of lectures and dynamic practical experiments. Our paper highlights how students delve into the Randle cycle and its regulation in various metabolic scenarios, gaining insights through hands-on trials. This innovative approach not only deepens understanding but also enhances collaborative skills. Dive into our findings to see how active learning shapes future scientists.

A good knowledge of the theoretical foundations of medicine helps students and physicians to better recognize and treat patients with complex medical conditions, including sepsis and septic shock. The article describes the authors' experience in implementing the analysis of sepsis and septic shock using a high-fidelity simulated clinical scenario in the course of pathological physiology for preclinical medical students. The unique aspect of our approach is the integration of core physiology concepts, such as homeostasis, causality, structure-function relationships, and fundamental pathophysiology concepts (e.g., etiology, pathogenesis, cell and tissue damage, inflammation, symptoms, and syndromes) in the analysis of the patient's condition on the high-fidelity simulator with preclinical medical students. According to the students' feedback, the use of a high-fidelity simulator to analyze the sepsis and septic shock scenario increased their interest in the class, improved their motivation to learn the material, and helped them adapt in a safe environment to making decisions based on a large amount of data about a complex patient condition in a time-sensitive situation.NEW & NOTEWORTHY The authors applied core theoretical concepts of physiology and the fundamental concepts of pathological physiology for teaching sepsis and septic shock clinical scenarios on the high-fidelity simulator in the course of pathological physiology for preclinical medical students. It elevated students' interest and motivation, enhanced the educational experience, and prepared students better for real-world clinical decision-making. We consider that this idea might be an inspiration to colleagues and invite further discussion.

Academic stress is one of the primary factors threatening university students' well-being and performance. Undergraduate students who are working toward applying to medical school, defined as being on the premedicine or "premed" pathway, are suspected to have higher academic stress compared to their peers who are not premed. However, what factors contribute to academic stress for premed students is not well understood. We sought to answer the following: Do undergraduates perceive that premeds have higher, the same, or lower stress than nonpremeds? How do academic stress levels between these groups actually differ? What aspects of being premed cause academic stress? Who has left the premed track and why? We surveyed 551 undergraduates from one large institution in the United States and answered our research questions using descriptive statistics, chi-squares, and linear regressions. Overwhelmingly, participants perceived that premed students experience greater academic stress than their counterparts, yet we found no significant differences in academic stress reported among students in our sample (P > 0.05). Premed students reported that their academic stress was exacerbated by not feeling competitive enough to get into medical school and by needing to maintain a high grade point average (GPA). Furthermore, students with lower GPAs were more likely to leave the premed track compared to those with higher GPAs (P = 0.005). Students reported leaving the premed track because another career appeared more interesting and because of the toll the premed track took on their mental health. In conclusion, our findings can inform instructors and universities on how to best support premed students.NEW & NOTEWORTHY Participants perceived that premed students experience greater academic stress than their counterparts; however, we found no significant differences in academic stress reported among students in our sample (P > 0.05). Students with lower GPAs were more likely to leave the premed track compared to those with higher GPAs (P = 0.005).