Advances in Physiology Education最新文献

Models that illustrate renal fluid dynamics are scarce within the secondary and postsecondary landscape. This work summarizes the efforts to build a rudimentary model renal corpuscle (MRC) that can be employed in a problem-based learning exercise or demonstration to teach basic principles of renal physiology to secondary students or undergraduates. The MRC presented here was constructed from readily available parts and allows the user to simulate changes in "systemic blood pressure," modulate the diameter of the "afferent arteriole," and assess how these changes affect glomerular filtration. While our model shows promise as an educational tool, modifications are suggested before it is optimized for student use.NEW & NOTEWORTHY This work describes the efforts to create a model renal corpuscle that may be employed in an educational demo or problem-based learning exercise. Working nephron models that illustrate renal fluid dynamics are not widely available, which warrants the exploration of this new domain of teaching tools.

Multiple choice questions (MCQs) are frequently used in medical education for assessment. Automated generation of MCQs in board-exam format could potentially save significant effort for faculty and generate a wider set of practice materials for student use. The goal of this study was to explore the feasibility of using ChatGPT by OpenAI to generate United States Medical Licensing Exam (USMLE)/Comprehensive Osteopathic Medical Licensing Examination (COMLEX-USA)-style practice quiz items as study aids. Researchers gave second-year medical students studying renal physiology access to a set of practice quizzes with ChatGPT-generated questions. The exam items generated were evaluated by independent experts for quality and adherence to the National Board of Medical Examiners (NBME)/National Board of Osteopathic Medical Examiners (NBOME) guidelines. Forty-nine percent of questions contained item writing flaws, and 22% contained factual or conceptual errors. However, 59/65 (91%) were categorized as a reasonable starting point for revision. These results demonstrate the feasibility of large language model (LLM)-generated practice questions in medical education but only when supervised by a subject matter expert with training in exam item writing.NEW & NOTEWORTHY Practice board exam questions generated by large language models can be made suitable for preclinical medical students by subject-matter experts.

Teaching and learning immunology pose significant challenges due to its abstract and complex nature. However, the use of analogies, such as the lymph node club, can greatly aid in elucidating these abstract principles. This Perspective introduces a nightclub-themed analogy to help students visualize immune surveillance, activation, and response within lymph nodes. By mapping immune cell interactions to familiar social dynamics, the analogy enhances conceptual understanding of complex immunological processes. It discusses how the analogy can be integrated into health professions education, tailored to different learner levels, and thoughtfully framed to highlight both its advantages and limitations. It offers a creative, flexible tool for engaging students in immunology.

This paper describes a short ion flow activity that can be completed within one lab or lecture session. The activity is focused on the core concept of flow-down gradients and is geared toward undergraduates. No previous knowledge of equilibrium potentials or membrane potentials is required. Students are guided through a set of questions that build in complexity. First, the K⁺ gradient across the membrane is considered. Simple questions are posed that allow students to build a foundation of basic facts regarding ion flow. Next, students work with the Nernst equation to investigate equilibrium potentials. In this part of the activity, students are presented with several sets of conditions in which the K⁺ gradient is made more or less steep, and they are asked to calculate the effect on the equilibrium potential. Students then write a description of the relationship between the magnitude of the gradient and the equilibrium potential. This is preparation for moving on to use a Nernst/Goldman simulator that allows manipulating the K⁺, Na⁺, and/or Cl^- gradients, as well as temperature and permeability. Finally, students answer questions that prompt them to summarize their knowledge regarding equilibrium potentials, membrane voltages, and the effect of temperature on the membrane voltage. By the end of the activity, students should be able to compare and contrast the Nernst and Goldman equations.NEW & NOTEWORTHY This activity uses simple models and online tools to introduce students to the basic principles of ion flow.

Type 2 diabetes is a growing concern among young adults, including college students, due to rates of unhealthy lifestyle behaviors and limited disease awareness. Despite the risk, few studies have examined the effectiveness of targeted educational interventions among this population. To determine whether a pharmacy student-led educational session improves knowledge, retention, and motivation for behavior change related to type 2 diabetes prevention among undergraduate students. A group of third-year pharmacy students conducted 30-minute interactive educational sessions on a college campus in North Carolina. The sessions covered risk factors, prevention strategies, and healthy behaviors using slides, interactive questions, and video clips. Participants completed a presurvey, immediate postsurvey, and a 2- to 3-month follow-up survey assessing knowledge and self-reported behaviors. A paired t test and ANOVA with post hoc analysis evaluated changes in knowledge over time. Sixty-four students completed both the pre- and postsurveys. Knowledge scores significantly improved from pre- to postsurvey (7.0 ± 1.6 to 9.7 ± 1.4; P < 0.001). Of the 17 students completing the follow-up survey, knowledge remained significantly higher than baseline (pre: 6.4 ± 1.27; post: 8.7 ± 1.31; follow-up: 9.9 ± 2.28; P < 0.001). Participants reported increased motivation to adopt healthier behaviors, such as physical activity, improved nutrition using the Plate Method, and adequate sleep. An interactive, pharmacy student-led educational session significantly improved college students' knowledge and motivation to reduce their risk of developing type 2 diabetes. Tailored, engaging outreach may be an effective strategy to address early prevention in at-risk college populations.NEW & NOTEWORTHY A pharmacy student-led educational initiative improved college students' knowledge and motivation related to type 2 diabetes prevention. Through interactive 30-minute sessions covering risk factors and healthy behaviors, participants showed marked gains in knowledge immediately and sustained at 2-3 months. Students also reported lifestyle changes, including improved diet, increased physical activity, and better sleep. This peer-delivered approach highlights the potential of tailored, engaging outreach to promote early prevention in at-risk young adult populations.

Assessing the clinical competence of health care students is challenging as it involves direct observation of practical performance. We evaluated the effectiveness of a new format for assessing practical skills: competency evaluation using randomized testing (CERT). CERT is a structured assessment format that uses random variants within each station. CERT is designed to be authentic, learner centered, and competency oriented. We conducted a controlled trial of CERT among final-year medical students in a clinical clerkship. There were 33 medical students in the intervention (CERT) group and 33 in the control group. The CERT sessions included six stations, each using variations to protect the integrity of exam content. Each of the six stations had four variants, which were randomly assigned to students. Scores were adjusted based on the difficulty level of each variant. The primary outcome measure was performance on a standardized posttest. Learning scores were higher in the intervention group [mean National Board of Medical Examiners (NBME) adjusted scores: 72.9 vs. 61.1 in control group; P < 0.001]. Students who entered the session later did not have higher scores compared to those who finished earlier. Scores from the new format correlated with NBME marks. The new format was rated highly by medical students. CERT, a structured assessment using randomized variations in stations, is a feasible and potentially valid format for evaluating clinical competence. By using random variations, CERT protects the integrity of assessment, allows flexible scheduling, and facilitates assessment of a large number of candidates.NEW & NOTEWORTHY Competency evaluation using randomized testing (CERT) is a new format for assessing practical skills. It uses random variations to protect the integrity of the examination content. This allows candidates to be scheduled individually without having to keep them in a waiting room. We evaluated the feasibility of CERT at a medical college and found that it led to improved learning outcomes and high satisfaction ratings. CERT facilitates the assessment of clinical competencies.

To address the ambiguity regarding learning style preferences as predictors of academic success, this study examines the relationship between learning style preferences, gender, lecture attendance, and academic performance among undergraduate dental students. Learning style preferences using the Visual, Auditory, Reading/Writing, and Kinesthetic (VARK) questionnaire were assessed in 326 undergraduate dental students. Their gender, attendance, and academic scores were recorded to analyze correlations. The results showed that 58% of students preferred a multimodal learning style, with kinesthetic being the most common unimodal preference (23.6%). A significant correlation was found between lecture attendance and academic performance (P < 0.001), as 69.2% of students scoring below 50% were irregular attendees. However, some high-achieving (scores ≥70%) students were also irregular attendees, suggesting that self-directed study strategies may compensate for missed lectures. No significant association was observed between gender and lecture attendance or academic performance, reinforcing prior findings that multiple factors beyond gender influence academic success. Additionally, no significant correlation was found between assessed learning styles and academic performance, challenging the effectiveness of learning style-based instruction. A significant discrepancy between students assessed and perceived learning styles (P < 0.05) indicated that students may not accurately identify their learning preferences, relying instead on perceived preferences during independent study. Given these findings, adapting teaching strictly to assessed learning styles may be an inefficient use of resources. Instead, fostering active learning environments and emphasizing evidence-based study strategies may be more beneficial. These findings contribute to the ongoing discourse on learning styles and highlight the importance of research-driven educational practices in health professional education.NEW & NOTEWORTHY This study challenges the effectiveness of learning style-based instruction by demonstrating no significant correlation between assessed learning styles and academic performance among dental students. It highlights a discrepancy between students' assessed and perceived learning styles, suggesting that students may not accurately identify their learning preferences. Additionally, the findings emphasize that self-directed study strategies can compensate for missed lectures, reinforcing the need for active learning approaches over rigid learning style-based teaching methods in health professional education.

Student-instructor relationships play a crucial role in academic engagement and success, yet large lecture courses often limit direct interaction. This study investigated whether a brief, early-semester meeting with the instructor could enhance student engagement and academic performance. Students (n_T = 423) in a large introductory physiology course were offered a five-minute, one-on-one meeting with the instructor, with a majority of students (n_M = 323) completing the meeting. Students (n_R = 336) completed a midsemester survey that assessed engagement behaviors and self-reported letter grades at midterm. Students who completed the survey and participated in the meeting (n_RM = 285) reported higher letter grades at midterm compared to those who did not (P = 0.02). These findings correlated with a moderate effect size (Cramér's V = 0.18). Similarly, an analysis of actual midterm grades between students who completed the meeting and those who did not revealed a moderate to strong effect size (Cramér's V = 0.33). While meeting participation did not significantly impact question-asking behavior during class, students reported feeling more comfortable seeking help in person, during class, and via email. Thematic analysis revealed two major themes: Student Motivation and Intentions for Engaging with the Professor and Relationship-Building and Perceptions of the Professor. Many students initially attended for extrinsic reasons (e.g., extra credit) but later expressed increased comfort with the instructor, reinforcing their willingness to engage in class. These findings suggest that structured, low-stakes interactions may improve student-instructor relationships, even in large lecture courses. Future research should explore the long-term impact of such meetings on student success and retention.NEW & NOTEWORTHY This study shows that brief, early-semester student-instructor meetings foster stronger connections, increase student participation, and improve self-reported academic performance in large lecture courses. The following article demonstrates how a simple, scalable strategy can transform student-instructor relationships and enhance learning outcomes.