Advances in Physiology Education最新文献

Objective Structured Practical Examination (OSPE) is a structured, competency-based method for assessing practical skills. While OSPE is well established in clinical settings as Objective Structured Clinical Examination (OSCE), its feasibility and utility for formative assessment in preclinical subjects like Physiology in India remain underexplored. The aim of the study was to evaluate the feasibility, utility, and student perceptions of OSPE as a formative assessment tool for practical Physiology competencies. This mixed-methods study was conducted among 100 first-year Bachelor of Medicine and Bachelor of Surgery (MBBS) students. Two OSPE assessments were conducted 1 mo apart. Core certifiable competencies on blood pressure measurement and neurological examination were assessed. Quantitative analysis compared student scores across both assessments. Student perceptions were documented using a feedback questionnaire. Narrative feedback from students was analyzed through thematic analysis. Students performed better on their second OSPE assessment than the first one (P < 0.001) for all but one of the six questions. This may partly reflect a testing effect from reassessment of similar competencies. Questionnaire responses indicated strong agreement on OSPE's fairness (80%) and relevance (97.3%), with 81.3% advocating for its regular use. Thematic analysis highlighted strengths such as objectivity and skill focus, alongside weaknesses (time constraints and limited feedback) and threats (logistical challenges and subject cooperation). OSPE is a feasible and effective formative assessment tool for Physiology within the Indian Competency Based Medical Education (CBME) framework. This work adds context-specific insights from a resource-constrained Indian setting, offering practical directions for sustainable OSPE integration.NEW & NOTEWORTHY This study from India evaluates the impact of repeated formative Objective Structured Practical Examinations for assessing physiology competencies under the newly implemented Competency-Based Medical Education curriculum. Using a mixed-methods design, it demonstrates that OSPE not only improves student performance but is also perceived as fair, relevant, and skill oriented. Importantly, the study highlights the possible influence of the testing effect on performance gains and identifies context-specific challenges such as time constraints, subject cooperation, and logistical demands.

Current trends in education advocate for the development of skills alongside knowledge. Biology laboratories serve as essential platforms for developing practical skills and competencies such as data analysis, scientific inquiry, critical thinking, and problem-solving that are crucial for health science students. This article aims to identify a standardized, competency-based biology laboratory curriculum aligned with international educational frameworks. The curriculum may be integrated into undergraduate health curricula across European universities to ensure consistent and high-quality education. A systematic search of university curricula was conducted across 28 European countries and included 138 universities. Eligible programs included medicine, pharmacy, nursing, biology, biomedical sciences, and others. Of the 432 syllabi identified 290 were retrieved, and about half included a laboratory. Course outlines were analyzed for laboratory content and extracted data were summarized. The most frequently integrated laboratories were microscopy, isolation of DNA and PCR, agarose gel electrophoresis, cell division, cell structure and function, lab safety, and using basic lab equipment. Learning objectives for foundational and advanced biology laboratories are presented. The proposed two-semester curriculum maps to the European Tuning and Vision and Change to provide a structured progression from foundational to advanced laboratory techniques. It utilizes digital tools, such as virtual labs and AI, to enhance accessibility and modernize laboratory education. In conclusion, the proposed curriculum provides a practical framework for implementing biology labs providing the foundational knowledge and competencies to prepare students to progress to more advanced topics in other disciplines, including physiology. It ensures consistent skill development across geographical locations, enhancing education quality and preparing students to address global health challenges.NEW & NOTEWORTHY This study identifies the most frequently used biology laboratory topics in health-related undergraduate programs across 28 European countries. We propose a standardized two-semester curriculum that strengthens foundational biology skills and advanced molecular methods, grounding students in physiology education. This framework reduces disparities in laboratory training, fosters competency, and prepares students for global health challenges.

There are many ways to deliver physiology education as an interdisciplinary subject, yet a lot of them can be dry or considered boring by students because of the subject matter. Several years ago, the idea was introduced of teaching physiology based on superheroes. Learning physiology in the context of these mythical people with superpowers is much more stimulating. However, it lacks a translational component because humans are not faster than a speeding bullet or stronger than a locomotive. We have taken this same basic concept and applied it to the extremes or outliers of human physiology. What is unique or special about the physiology of individuals like Lionel Messi? Michael Jordan? Usain Bolt? We give examples of two research reviews that we examine in a graduate course on physiology and also provide a framework for how the content is discussed in the classroom.NEW & NOTEWORTHY We discuss a novel way of delivering physiology education based loosely on the previous discussion of superhero physiology. Rather than using examples that are not realistic, we use examples of human outliers.

This article critically examines the exclusionary dimensions faced by the marginalized transgender, diverse sexual orientation, gender identity, and expression (SOGIESC), and disability community in foundational medical physiology textbooks. A literature review of both international and Indian textbooks was conducted to identify stereotypes and other forms of discriminatory language. These linguistic choices are not neutral: they shape the attitudes of future health care professionals and contribute to the systemic inaccessibility of care for these communities. Our analysis revealed a pervasive presence of exclusionary terms and implicit biases that we feel perpetuate stigma, erase identities, and normalize marginalization of these population. Recognizing that merely correcting isolated terms is insufficient, we propose an Inclusive Language Textbook Audit Tool grounded in a multiloop learning framework. This tool moves from surface-level corrections (single-loop learning) to questioning underlying assumptions (double-loop learning) and transforming the cultural and institutional contexts that sustain exclusion (triple-loop learning). Embedding this framework in textbook audits offers a systematic path from tokenistic edits to systemic inclusion. We call on textbook authors, publishers, and educators to adopt this tool to ensure linguistic equity in medical education. Revising foundational texts is not only a matter of accuracy; it is an ethical imperative to cultivate a generation of health care professionals committed to equity, dignity, and justice for all patients.NEW & NOTEWORTHY A preliminary analysis of foundational medical textbooks for possible exclusionary or invalidating microaggressions and a proposed multiloop framework for auditing foundational medical texts through an equity lens are presented.

Identifying white blood cells (WBCs) is a critical skill for first-year medical students, but it is often challenging in the early years of medical education. Subtle morphological differences in size, granules, and nuclear shape can be confusing, especially when staining quality is inconsistent. Based on our teaching experience, we observed that during undergraduate practical sessions, students frequently encounter difficulty in achieving optimal staining quality, which often hampers accurate visualization and interpretation of cellular morphology. Reliance on color further increases the risk of misidentification. Hematology: Identification of Microscopic Observations version 1.0 (HIMO 1.0) is an educational game developed to address this challenge. Using black-and-white images, the game trains students to recognize WBCs based on reliable structural features rather than variable staining quality. Developed in Python, it presents randomly oriented images of WBCs and requires players to identify cell size, granules, nucleus shape, and overall type. A built-in database stores defining features of each cell type, enabling instant validation of user responses. Immediate feedback reinforces correct answers, supporting an iterative learning process. HIMO 1.0 provides a safe, engaging, and realistic environment for practicing WBC identification. While not a substitute for real smear examination, it strengthens foundational skills and complements traditional hematology teaching.NEW & NOTEWORTHY Hematology: Identification of Microscopic Observations version 1.0 (HIMO 1.0) introduces a black-and-white approach to white blood cell (WBC) identification, training students to focus on size, granules, and nuclear shape rather than staining. It uses a game-based format with instant feedback to make learning engaging and effective. This Windows computer-based game is available as an open educational resource, and anyone can use it.

Early exposure to science, technology, engineering, and mathematics (STEM) through pathway programs leads to increased interest in its various fields, and games can improve knowledge acquisition and increase motivation. This study explored the effects of implementing new sessions on cancer biology and pathophysiology that included a bingo game in two different pathway programs for middle and high school-aged students. Ninety-six students participated in a new two-part cancer biology session taught by medical school faculty. One program's session was held in person, and one was held virtually. The study evaluated student perceptions of the sessions and their interest levels through pre- and postsessions surveys and knowledge acquisition through a multiple-choice quiz administered at three time points: before the lecture, before the bingo game, and after the bingo game. A one-way repeated-measures ANOVA with Bonferroni post hoc analysis found a statistically significant (P < 0.001) increase from presessions to postsessions quiz scores but not between the individual time points. Whereas postsessions surveys showed that 65.06% of students reported an increased interest in pursuing a career in science, pre- to postsessions data showed a slight decrease in interest in areas such as health care and pathology. There were also significant differences in some perceptions based on the program, including content difficulty and usefulness of different session components. Supplementation of a bingo game to STEM-based pathway programs can make complex content more approachable to younger students and increase knowledge acquisition. Early exposure can initiate interest in STEM and health professions.NEW & NOTEWORTHY Integration of gamified learning into STEM pathway programs, especially in regard to cancer biology and pathophysiology, can improve knowledge acquisition and enjoyment of the content.

Mental health conditions can be highly relevant to a student's academic journey, given the challenges, and sometimes strengths, they can provide. However, medical school applicants may be unsure about whether to reveal mental health conditions in their application materials. Prior work has shown that medical school admissions committee members do not show bias against an applicant who revealed general mental health struggles on their application when explaining a unique instance of academic underperformance. However, it is unknown how admissions committees would perceive an applicant disclosing a specific stigmatized mental health condition. We used an audit design to examine medical school admissions committee members' perceptions of revealing bipolar disorder on a medical school application. We found no differences in how participants ranked an applicant's acceptability, competence, or likeability, but 25% of participants in the bipolar applicant condition did mention the applicant's bipolar disorder as a potential concern. The majority of participants in both conditions reported that an applicant revealing bipolar disorder would be perceived neutrally if done to explain a period of poor academic performance. However, many participants perceived that revealing would be detrimental if they do not highlight that they are managing the condition. Our results indicate that while revealing bipolar disorder in a medical school application to explain poor academic performance does not seem to affect acceptance, this decision still risks eliciting negative perceptions related to bipolar disorder.NEW & NOTEWORTHY This is the first study to examine medical school admissions committee member perceptions about applicants revealing bipolar disorder, including what could make revealing beneficial or detrimental to their application.

NEW & NOTEWORTHY Modern-day education emphasizes individual excellence and competitive rivalry, often at the expense of collaboration, curiosity, creativity, and meaningful communication. Integrating peer learning can foster a more humane approach to problem-solving through collective wisdom. Despite being fundamental to well-being, happiness is rarely emphasized in academic environments, contributing to a growing global mental health crisis among students. This personal narrative explores these concerns and proposes integrating real-world, impactful themes to make the physiology curriculum more relevant to contemporary times.