Pub Date : 2025-03-01Epub Date: 2024-12-06DOI: 10.1152/advan.00080.2024
Chaya Gopalan
Flipped teaching (FT) is an instructional approach centered around students, displacing traditional lectures from the classroom to make room for active learning. Retrieval practice can enhance content recall. This study investigated the effectiveness of lecture-style teaching (TT), FT, and a combination of retrieval practice with FT (FTR) in a physiology course over four consecutive semesters. Student performance in the FT (92.78 ± 3.93) and FTR (92.98 ± 3.73) methods surpassed that of the TT method (89.28 ± 4.67; P < 0.01), with a notable correlation between science grade point averages and the instructional methods employed (P < 0.01). Analysis of the impact of teaching methods on different segments of the class revealed higher scores for both upper and lower halves in the FT (95.78 ± 1.85 Upper; 89.52 ± 2.79 Lower) and FTR (95.95 ± 1.48 Upper; 89.89 ± 2.68 Lower) compared to the TT group (92.44 ± 1.76 Upper; 85.85 ± 4.43 Lower; P < 0.0001). The gender-based evaluation indicated similar performance between male and female students across the teaching methods tested. Although survey data suggested a preference for TT (100%) over FT (58%) or FTR (85%), student performance contradicted this preference. These findings underscore the effectiveness of FT and FTR methods compared to traditional instructional modalities, with male and female students responding similarly to the teaching approaches. Despite student preferences favoring TT, actual performance indicates that FT and FTR methods enhance student learning outcomes.NEW & NOTEWORTHY Flipped teaching (FT) actively engages students and promotes information retrieval. This study compared FT and traditional teaching (TT) in a graduate physiology course, showing better student outcomes with FT and FT plus retrieval practice (FTR). Gender had no impact: both male and female students performed equally well. Although students preferred TT, they learned better with FT and FTR. This suggests FT and FTR are more effective than traditional lectures.
{"title":"Enhancing student learning with flipped teaching and retrieval practice integration.","authors":"Chaya Gopalan","doi":"10.1152/advan.00080.2024","DOIUrl":"10.1152/advan.00080.2024","url":null,"abstract":"<p><p>Flipped teaching (FT) is an instructional approach centered around students, displacing traditional lectures from the classroom to make room for active learning. Retrieval practice can enhance content recall. This study investigated the effectiveness of lecture-style teaching (TT), FT, and a combination of retrieval practice with FT (FTR) in a physiology course over four consecutive semesters. Student performance in the FT (92.78 ± 3.93) and FTR (92.98 ± 3.73) methods surpassed that of the TT method (89.28 ± 4.67; <i>P</i> < 0.01), with a notable correlation between science grade point averages and the instructional methods employed (<i>P</i> < 0.01). Analysis of the impact of teaching methods on different segments of the class revealed higher scores for both upper and lower halves in the FT (95.78 ± 1.85 Upper; 89.52 ± 2.79 Lower) and FTR (95.95 ± 1.48 Upper; 89.89 ± 2.68 Lower) compared to the TT group (92.44 ± 1.76 Upper; 85.85 ± 4.43 Lower; <i>P</i> < 0.0001). The gender-based evaluation indicated similar performance between male and female students across the teaching methods tested. Although survey data suggested a preference for TT (100%) over FT (58%) or FTR (85%), student performance contradicted this preference. These findings underscore the effectiveness of FT and FTR methods compared to traditional instructional modalities, with male and female students responding similarly to the teaching approaches. Despite student preferences favoring TT, actual performance indicates that FT and FTR methods enhance student learning outcomes.<b>NEW & NOTEWORTHY</b> Flipped teaching (FT) actively engages students and promotes information retrieval. This study compared FT and traditional teaching (TT) in a graduate physiology course, showing better student outcomes with FT and FT plus retrieval practice (FTR). Gender had no impact: both male and female students performed equally well. Although students preferred TT, they learned better with FT and FTR. This suggests FT and FTR are more effective than traditional lectures.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"147-153"},"PeriodicalIF":1.7,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142787734","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-03-01Epub Date: 2024-11-21DOI: 10.1152/advan.00162.2024
Owen W Tomlinson
An increase in scholarly publishing has been accompanied by a proliferation of potentially illegitimate publishers (PIPs), commonly known as "predatory publishers." These PIPs often engage in fraudulent practices and publish articles that are not subject to the same scrutiny as those published in journals from legitimate publishers (LPs). This places academics at risk, in particular students who utilize journal articles for learning and assignments. This analysis sought to characterize PIPs in physiology, as this has yet to be determined, and identify overlaps in lists of PIPs and LPs used to provide guidance on legitimacy of journals. Searching seven databases (2 of PIPs and 5 of LPs), this analysis identified 67 potentially illegitimate journals (PIJs) that explicitly include "physiology" in their titles, with 8,801 articles being published in them. Of these articles, 39% claimed to be indexed in Google Scholar, and 9% were available on PubMed. This resulted in 17 publications "infiltrating" PubMed and attracting >100 citations in the process. Overlap between lists of PIPs and LPs was present, with eight PIJs occurring in both LP and PIP lists. Two of these journals appeared to be "phishing" journals, and six were genuine infiltrations into established databases, indicating that LP lists cannot be solely relied on as proof a journal is legitimate. This analysis indicates that physiology is not immune to the threat of PIPs and that future work is required by educators to ensure students do not fall prey to their use.NEW & NOTEWORTHY Illegitimate publishing exists in physiology, with 8,801 articles being published in 67 potentially illegitimate journals. Potentially illegitimate journals claim to be indexed by databases such as Google Scholar and Index Copernicus in an attempt to appear legitimate. Lists of legitimate and illegitimate publishers show overlap and some illegitimate articles infiltrate PubMed Central, leading to citations from the wider academic sector.
{"title":"Illegitimate publishers in physiology: attracting citations and infiltration into legitimate databases.","authors":"Owen W Tomlinson","doi":"10.1152/advan.00162.2024","DOIUrl":"10.1152/advan.00162.2024","url":null,"abstract":"<p><p>An increase in scholarly publishing has been accompanied by a proliferation of potentially illegitimate publishers (PIPs), commonly known as \"predatory publishers.\" These PIPs often engage in fraudulent practices and publish articles that are not subject to the same scrutiny as those published in journals from legitimate publishers (LPs). This places academics at risk, in particular students who utilize journal articles for learning and assignments. This analysis sought to characterize PIPs in physiology, as this has yet to be determined, and identify overlaps in lists of PIPs and LPs used to provide guidance on legitimacy of journals. Searching seven databases (2 of PIPs and 5 of LPs), this analysis identified 67 potentially illegitimate journals (PIJs) that explicitly include \"physiology\" in their titles, with 8,801 articles being published in them. Of these articles, 39% claimed to be indexed in Google Scholar, and 9% were available on PubMed. This resulted in 17 publications \"infiltrating\" PubMed and attracting >100 citations in the process. Overlap between lists of PIPs and LPs was present, with eight PIJs occurring in both LP and PIP lists. Two of these journals appeared to be \"phishing\" journals, and six were genuine infiltrations into established databases, indicating that LP lists cannot be solely relied on as proof a journal is legitimate. This analysis indicates that physiology is not immune to the threat of PIPs and that future work is required by educators to ensure students do not fall prey to their use.<b>NEW & NOTEWORTHY</b> Illegitimate publishing exists in physiology, with 8,801 articles being published in 67 potentially illegitimate journals. Potentially illegitimate journals claim to be indexed by databases such as Google Scholar and Index Copernicus in an attempt to appear legitimate. Lists of legitimate and illegitimate publishers show overlap and some illegitimate articles infiltrate PubMed Central, leading to citations from the wider academic sector.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"87-92"},"PeriodicalIF":1.7,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142683345","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-03-01Epub Date: 2024-11-07DOI: 10.1152/advan.00108.2024
Jesse D Moreira-Bouchard, Lisa M Roberts
Testing is a highly important tool, used ubiquitously in academia, to assess student comprehension and understanding of material. Unfortunately, the emphasis placed on test grades has resulted in a modern epidemic of test-related anxiety, which can have adverse health effects on students. Over time, novel testing strategies have been developed to more precisely assess individual skills such as remembering, analyzing, and synthesizing. Yet, there exist few strategies that were also developed to simultaneously reduce stress in the testing environment. We posit here a teaching innovation whereby we modified the classic interteaching session developed in the social sciences to serve as a stress-reduction testing format that also builds student communication and critical thinking skills in an upper-level pathophysiology course. After implementing this novel testing approach, we anonymously surveyed the students in the class to understand how the testing format affected their self-perceived stress levels and their self-perceived learning and to identify their testing preferences. Of 28 students, 12 responded (43%). Our survey data highlight that students largely preferred partnered, open-response, case-based exams to multiple-choice exams. Moreover, students perceived themselves as having lower test-related stress when taking partnered, open-response, case-based exams, as well as a strong overall agreement that partnered, open-response, case-based exams enhanced their learning. We posit this application of modified interteaching can be employed in upper-level physiology or pathophysiology courses as a stress-reduction testing strategy.NEW & NOTEWORTHY We have identified an approach to testing in pathophysiology that can simultaneously enhance student learning while reducing test-related stress. In our study, students ubiquitously agreed that open-response, partnered, case-based exams were preferable to multiple-choice exams and that their stress levels were lower while learning was enhanced as a function of this testing strategy.
{"title":"Modified interteaching sessions as application-based examinations reduce student exam stress in an upper-level pathophysiology class.","authors":"Jesse D Moreira-Bouchard, Lisa M Roberts","doi":"10.1152/advan.00108.2024","DOIUrl":"10.1152/advan.00108.2024","url":null,"abstract":"<p><p>Testing is a highly important tool, used ubiquitously in academia, to assess student comprehension and understanding of material. Unfortunately, the emphasis placed on test grades has resulted in a modern epidemic of test-related anxiety, which can have adverse health effects on students. Over time, novel testing strategies have been developed to more precisely assess individual skills such as remembering, analyzing, and synthesizing. Yet, there exist few strategies that were also developed to simultaneously reduce stress in the testing environment. We posit here a teaching innovation whereby we modified the classic interteaching session developed in the social sciences to serve as a stress-reduction testing format that also builds student communication and critical thinking skills in an upper-level pathophysiology course. After implementing this novel testing approach, we anonymously surveyed the students in the class to understand how the testing format affected their self-perceived stress levels and their self-perceived learning and to identify their testing preferences. Of 28 students, 12 responded (43%). Our survey data highlight that students largely preferred partnered, open-response, case-based exams to multiple-choice exams. Moreover, students perceived themselves as having lower test-related stress when taking partnered, open-response, case-based exams, as well as a strong overall agreement that partnered, open-response, case-based exams enhanced their learning. We posit this application of modified interteaching can be employed in upper-level physiology or pathophysiology courses as a stress-reduction testing strategy.<b>NEW & NOTEWORTHY</b> We have identified an approach to testing in pathophysiology that can simultaneously enhance student learning while reducing test-related stress. In our study, students ubiquitously agreed that open-response, partnered, case-based exams were preferable to multiple-choice exams and that their stress levels were lower while learning was enhanced as a function of this testing strategy.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"41-46"},"PeriodicalIF":1.7,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142606580","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-03-01Epub Date: 2024-11-21DOI: 10.1152/advan.00058.2024
Yanmin Zhang, Chunyang Li, Chan Zhou
While light microscopy (LM) and virtual microscopy (VM) are valuable pedagogical approaches in histology education, studies comparing their effectiveness have primarily emanated from North America. This research aimed to compare the performance, satisfaction, and perception of Chinese undergraduate dental students enrolled in a histology laboratory course using a blended learning approach (LM + VM) versus traditional LM learning. A total of 182 first-year students were divided into two groups with similar age, gender, and academic backgrounds. The LM + VM group received a blended learning curriculum combining LM and VM, while the LM-only group participated in traditional LM-based learning. The students in the blended learning group achieved a significantly higher mean score on the laboratory exam than the students in the traditional learning group [LM + VM 79.36 ± 10.11 vs. LM-only 74.76 ± 14.71; degrees of freedom (df) = 180, P = 0.01]. Additionally, the LM + VM group had a lower failure rate [i.e., grade F for students scoring below 60; 3.23% (LM + VM) vs. 13.48% (LM-only), P = 0.02]. The implementation of VM was well received by students in the LM + VM group, who, while disagreeing that VM could entirely replace LM, overwhelmingly preferred the blended learning model (93.55%). Furthermore, students in the LM + VM group reported higher satisfaction levels compared to the LM-only group (t = 8.49, df = 180, P < 0.001). Overall, blended learning with LM and VM resulted in significant improvements in student performance, satisfaction, and perception compared to traditional LM learning.NEW & NOTEWORTHY Most studies examining virtual microscopy (VM) have been conducted in North America, with fewer studies focusing on other regions, particularly Asian countries. Additionally, a previous meta-analysis highlighted the need for more rigorous research on student performance in light microscopy (LM). Our present study investigated the use of LM + VM blended learning in histology for Chinese undergraduate dental students. This approach resulted in significant improvements in student performance, satisfaction, and perception compared to traditional LM learning.
{"title":"Improving student learning outcomes and perception through a blended learning strategy based on virtual microscopy for teaching a histology laboratory course.","authors":"Yanmin Zhang, Chunyang Li, Chan Zhou","doi":"10.1152/advan.00058.2024","DOIUrl":"10.1152/advan.00058.2024","url":null,"abstract":"<p><p>While light microscopy (LM) and virtual microscopy (VM) are valuable pedagogical approaches in histology education, studies comparing their effectiveness have primarily emanated from North America. This research aimed to compare the performance, satisfaction, and perception of Chinese undergraduate dental students enrolled in a histology laboratory course using a blended learning approach (LM + VM) versus traditional LM learning. A total of 182 first-year students were divided into two groups with similar age, gender, and academic backgrounds. The LM + VM group received a blended learning curriculum combining LM and VM, while the LM-only group participated in traditional LM-based learning. The students in the blended learning group achieved a significantly higher mean score on the laboratory exam than the students in the traditional learning group [LM + VM 79.36 ± 10.11 vs. LM-only 74.76 ± 14.71; degrees of freedom (df) = 180, <i>P</i> = 0.01]. Additionally, the LM + VM group had a lower failure rate [i.e., grade F for students scoring below 60; 3.23% (LM + VM) vs. 13.48% (LM-only), <i>P</i> = 0.02]. The implementation of VM was well received by students in the LM + VM group, who, while disagreeing that VM could entirely replace LM, overwhelmingly preferred the blended learning model (93.55%). Furthermore, students in the LM + VM group reported higher satisfaction levels compared to the LM-only group (<i>t</i> = 8.49, df = 180, <i>P</i> < 0.001). Overall, blended learning with LM and VM resulted in significant improvements in student performance, satisfaction, and perception compared to traditional LM learning.<b>NEW & NOTEWORTHY</b> Most studies examining virtual microscopy (VM) have been conducted in North America, with fewer studies focusing on other regions, particularly Asian countries. Additionally, a previous meta-analysis highlighted the need for more rigorous research on student performance in light microscopy (LM). Our present study investigated the use of LM + VM blended learning in histology for Chinese undergraduate dental students. This approach resulted in significant improvements in student performance, satisfaction, and perception compared to traditional LM learning.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"79-86"},"PeriodicalIF":1.7,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142683349","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-03-01Epub Date: 2024-11-29DOI: 10.1152/advan.00110.2024
Federico Magnani, Elena Demaria, Francesca Ambrosi, Claudia Sala, Gianandrea Pasquinelli, Michelangelo Fiorentino, Giorgia Gri
Because of the recent pandemic, new teaching methods have been trialed, even in traditional disciplines such as histopathology that typically involve extensive hands-on laboratory work. In this study, we investigated the effects of three different learning modalities in histopathology teaching: optical microscopy, in-class virtual microscopy (VM), and online VM lectures. We examined relational aspects, didactic effectiveness, and satisfaction in these learning settings, both during class time and in private study, outside the dedicated spaces and hours of the university. The comparative design of the study, based on a set of surveys taken during the course and at its end, resulted in valuable methodological insights and a clear picture of the students' needs. These were characterized both by high technological expectations and by a desire for a stimulating social environment. Our results show that the implementation of new learning tools has a positive impact on teaching, and not only at the didactic level. It also positively affects the way the university is experienced by the students, it facilitates their desired socializing lifestyles, and it exposes them, as a new generation of professionals, to the latest technologies used by specialty physicians.NEW & NOTEWORTHY Our study examines the didactical impact and perceived value of distance learning and virtual microscopy (VM) teaching among students in histopathology laboratories and at home. To our knowledge, this is the first study investigating such issues in the postpandemic setting. These novel teaching methods complement the innovative technologies currently used in diagnostic medicine.
{"title":"The positive impact of virtual microscopy on histopathology education: a comparative, student-centered study.","authors":"Federico Magnani, Elena Demaria, Francesca Ambrosi, Claudia Sala, Gianandrea Pasquinelli, Michelangelo Fiorentino, Giorgia Gri","doi":"10.1152/advan.00110.2024","DOIUrl":"10.1152/advan.00110.2024","url":null,"abstract":"<p><p>Because of the recent pandemic, new teaching methods have been trialed, even in traditional disciplines such as histopathology that typically involve extensive hands-on laboratory work. In this study, we investigated the effects of three different learning modalities in histopathology teaching: optical microscopy, in-class virtual microscopy (VM), and online VM lectures. We examined relational aspects, didactic effectiveness, and satisfaction in these learning settings, both during class time and in private study, outside the dedicated spaces and hours of the university. The comparative design of the study, based on a set of surveys taken during the course and at its end, resulted in valuable methodological insights and a clear picture of the students' needs. These were characterized both by high technological expectations and by a desire for a stimulating social environment. Our results show that the implementation of new learning tools has a positive impact on teaching, and not only at the didactic level. It also positively affects the way the university is experienced by the students, it facilitates their desired socializing lifestyles, and it exposes them, as a new generation of professionals, to the latest technologies used by specialty physicians.<b>NEW & NOTEWORTHY</b> Our study examines the didactical impact and perceived value of distance learning and virtual microscopy (VM) teaching among students in histopathology laboratories and at home. To our knowledge, this is the first study investigating such issues in the postpandemic setting. These novel teaching methods complement the innovative technologies currently used in diagnostic medicine.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"136-146"},"PeriodicalIF":1.7,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142752221","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Large language models (LLMs)-based chatbots use natural language processing and are a type of generative artificial intelligence (AI) that is capable of comprehending user input and generating output in various formats. They offer potential benefits in medical education. This study explored the student's feedback on the utilization of LLMs in medical education. We conducted an in-depth interview with open-ended questions with Indian medical students via telephone conversation. The recording (average time: 55.28 ± 18.04 min) was transcribed and thematically analyzed to find major themes and subthemes. We used QDA Miner Lite v.2.0.8 (Provalis Research, Montreal, Canada) for the thematic analysis of the text. A total of 25 students from eight Indian states studying from the first to final year of studies participated in this study. Three major themes were identified: usage scenario, augmented learning, and limitation of LLMs. Students use LLMs for clarifying complex topics, searching for customized answers, solving multiple-choice questions, making simplified notes, and streamlining assignments. While they appreciated the ease of access, ready reference for getting clarity on doubts, lucid explanation of questions, and time-saving aspects of LLMs, concerns were raised regarding erroneous results, limited usage due to reliability and privacy issues, and the overreliance on chatbots for educational needs. Hence, they emphasized the need for training for the integration of LLM in medical education. In conclusion, according to students' perception, LLMs have the potential to enhance medical education. However, addressing challenges and leveraging the strengths of LLMs are crucial for optimizing their integration into medical education.NEW & NOTEWORTHY The study demonstrates the student's perspective on the role of large language models (LLM)-based chatbots in medical education. Students' responses generated three major themes of various usage scenarios, how LLMs can enhance learning, and the ethical considerations in the integration of LLMs into medical curricula. By identifying both the benefits and limitations of LLMs in medical education, the study offers insights for educators and policymakers to navigate the complexities of LLM in educational settings.
{"title":"A qualitative survey on perception of medical students on the use of large language models for educational purposes.","authors":"Himel Mondal, Juhu Kiran Krushna Karri, Swaminathan Ramasubramanian, Shaikat Mondal, Ayesha Juhi, Pratima Gupta","doi":"10.1152/advan.00088.2024","DOIUrl":"10.1152/advan.00088.2024","url":null,"abstract":"<p><p>Large language models (LLMs)-based chatbots use natural language processing and are a type of generative artificial intelligence (AI) that is capable of comprehending user input and generating output in various formats. They offer potential benefits in medical education. This study explored the student's feedback on the utilization of LLMs in medical education. We conducted an in-depth interview with open-ended questions with Indian medical students via telephone conversation. The recording (average time: 55.28 ± 18.04 min) was transcribed and thematically analyzed to find major themes and subthemes. We used QDA Miner Lite v.2.0.8 (Provalis Research, Montreal, Canada) for the thematic analysis of the text. A total of 25 students from eight Indian states studying from the first to final year of studies participated in this study. Three major themes were identified: usage scenario, augmented learning, and limitation of LLMs. Students use LLMs for clarifying complex topics, searching for customized answers, solving multiple-choice questions, making simplified notes, and streamlining assignments. While they appreciated the ease of access, ready reference for getting clarity on doubts, lucid explanation of questions, and time-saving aspects of LLMs, concerns were raised regarding erroneous results, limited usage due to reliability and privacy issues, and the overreliance on chatbots for educational needs. Hence, they emphasized the need for training for the integration of LLM in medical education. In conclusion, according to students' perception, LLMs have the potential to enhance medical education. However, addressing challenges and leveraging the strengths of LLMs are crucial for optimizing their integration into medical education.<b>NEW & NOTEWORTHY</b> The study demonstrates the student's perspective on the role of large language models (LLM)-based chatbots in medical education. Students' responses generated three major themes of various usage scenarios, how LLMs can enhance learning, and the ethical considerations in the integration of LLMs into medical curricula. By identifying both the benefits and limitations of LLMs in medical education, the study offers insights for educators and policymakers to navigate the complexities of LLM in educational settings.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"27-36"},"PeriodicalIF":1.7,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142512442","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-03-01Epub Date: 2024-11-14DOI: 10.1152/advan.00157.2024
Xiang Ren Tan, Andy Thiam-Huat Lee, Karthik Subramhanya Harve, Bernard Pui Lam Leung
Muscle physiology is often perceived as a complex topic by students because of the hierarchical concepts and the need for integrative understanding. Breaking down content in a structured manner allows for segmented bite-sized learning that may enhance students' learning beyond conventional online lectures. We compared the effectiveness of 1) bite-sized structured learning (BSL) and 2) synchronous Zoom lecture (SZL) in teaching muscle physiology to first-year allied health undergraduates. For the same student cohort, the topic was divided into two lectures, with the first taught via BSL and the second via SZL. Pre and post quizzes were used to evaluate students' understanding of the topic. Mixed-methods online questionnaires were used to examine students' perceptions toward the two modes of learning, encompassing content coverage, delivery, engagement, effectiveness, preference, and convenience. A total of 223 and 215 students completed both pre and post quizzes for BSL and SZL, respectively. Student performances were improved via both modes (P < 0.001), with a higher median score improvement in BSL compared to SZL [3.0 (1.0-4.0) vs. 2.0 (1.0-3.0)]. Among students who completed the survey, 65% expressed strong preference toward BSL over SZL (17%), which could be attributed to the benefits of self-paced microlearning such as higher motivation and improved attention. BSL was perceived to be manageable and well structured to support learning. Our study suggests that BSL is equally effective as conventional lectures and is a learning approach favored by students. There could be merits in combining both instructional modes, as their complementary advantages may enhance students' learning.NEW & NOTEWORTHY Bite-sized structured learning (BSL) is aimed at dissecting learning content into manageable microlearning parts for students to learn at their own pace, and it involves the segmentation of information in an organized manner. We found that compared to online lectures, BSL promoted better attention and enhanced motivation for learning muscle physiology without compromising the effectiveness of learning in allied health students. BSL may be combined with conventional lectures to harness their complementary advantages.
{"title":"Bite-sized structured learning: a preferred self-paced approach that enhanced learning of muscle physiology for allied health students.","authors":"Xiang Ren Tan, Andy Thiam-Huat Lee, Karthik Subramhanya Harve, Bernard Pui Lam Leung","doi":"10.1152/advan.00157.2024","DOIUrl":"10.1152/advan.00157.2024","url":null,"abstract":"<p><p>Muscle physiology is often perceived as a complex topic by students because of the hierarchical concepts and the need for integrative understanding. Breaking down content in a structured manner allows for segmented bite-sized learning that may enhance students' learning beyond conventional online lectures. We compared the effectiveness of <i>1</i>) bite-sized structured learning (BSL) and <i>2</i>) synchronous Zoom lecture (SZL) in teaching muscle physiology to first-year allied health undergraduates. For the same student cohort, the topic was divided into two lectures, with the first taught via BSL and the second via SZL. Pre and post quizzes were used to evaluate students' understanding of the topic. Mixed-methods online questionnaires were used to examine students' perceptions toward the two modes of learning, encompassing content coverage, delivery, engagement, effectiveness, preference, and convenience. A total of 223 and 215 students completed both pre and post quizzes for BSL and SZL, respectively. Student performances were improved via both modes (<i>P</i> < 0.001), with a higher median score improvement in BSL compared to SZL [3.0 (1.0-4.0) vs. 2.0 (1.0-3.0)]. Among students who completed the survey, 65% expressed strong preference toward BSL over SZL (17%), which could be attributed to the benefits of self-paced microlearning such as higher motivation and improved attention. BSL was perceived to be manageable and well structured to support learning. Our study suggests that BSL is equally effective as conventional lectures and is a learning approach favored by students. There could be merits in combining both instructional modes, as their complementary advantages may enhance students' learning.<b>NEW & NOTEWORTHY</b> Bite-sized structured learning (BSL) is aimed at dissecting learning content into manageable microlearning parts for students to learn at their own pace, and it involves the segmentation of information in an organized manner. We found that compared to online lectures, BSL promoted better attention and enhanced motivation for learning muscle physiology without compromising the effectiveness of learning in allied health students. BSL may be combined with conventional lectures to harness their complementary advantages.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"96-104"},"PeriodicalIF":1.7,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142631535","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-03-01Epub Date: 2024-10-31DOI: 10.1152/advan.00179.2024
Bindu Menon, Meghana Reddy Ranabothu, Krissy Elizabeth Tarter, Tyrone Deonte Oneal Layson, Deepa Mukundan, Jeremy J Laukka
Cognitive science principles can facilitate integrating and retaining basic science concepts during the clinical years of undergraduate medical education. We hypothesized that reinforcing foundational science concepts during the core clerkship experiences fosters the development of clinical reasoning in medical students. A patient simulation session on diabetic ketoacidosis (DKA) in the pediatric clerkship was chosen to pilot the program. We introduced an intervention in which a team of clinical and foundational science faculty facilitates student discussions, helping them connect important physiological and pathophysiological concepts to the disorder's clinical presentation, diagnosis, and management. The student survey reported that 87% strongly agreed that it helped them reinforce their understanding of foundational science concepts related to clinical cases. The National Board Medical Examination (NBME) subject exam results of the pediatric clerkships from the corresponding years were subjected to a cognitive diagnostic assessment called the DINA (deterministic input, noisy "and" gate) model analysis. The student content mastery in acid-base disorders was improved following the intervention (student mastery of skills, 0.73 vs. 0.80, P = 0.035). Similarly, analysis of the Step 2 Clinical Knowledge (CK) skills from the NBME subject exam item analysis reports showed improvement in the skill "diagnosis" on the topic of diabetes (probability value: before and after the intervention, respectively, 0.73 and 0.85, P = 0.04) following implementation. Our study shows the impact of foundational science reinforcement during clinical clerkships in developing undergraduate medical students' clinical reasoning and diagnostic skills.NEW & NOTEWORTHY The study describes a novel method for integrating foundational science into the clinical curriculum during undergraduate medical education. The learning outcomes are assessed using a cognitive diagnostic assessment method.
认知科学原理有助于在本科医学教育的临床阶段整合和保留基础科学概念。我们假设,在核心实习经历中强化基础科学概念可促进医学生临床推理能力的发展。我们选择了儿科实习中的糖尿病酮症酸中毒(DKA)患者模拟课程作为试点。我们引入了一项干预措施,由临床和基础科学教师团队主持学生讨论,帮助他们将重要的生理和病理生理学概念与疾病的临床表现、诊断和处理联系起来。学生调查报告显示,87%的学生强烈认为,这有助于他们加强对与临床病例相关的基础科学概念的理解。对相应年份儿科实习的 NBME 科目考试成绩进行了认知诊断评估,即 DINA 模型分析。干预后,学生对酸碱紊乱内容的掌握程度有所提高(学生对技能的掌握程度,0.73 vs 0.80,P=0.035)。同样,对NBME科目考试项目分析报告中第二步临床知识(CK)技能的分析表明,实施干预后,糖尿病主题的 "诊断 "技能有所提高(干预前后的概率值分别为0.73和0.85,P=0.04)。我们的研究表明,在临床实习期间强化基础科学对培养本科医学生的临床推理和诊断技能具有重要影响。
{"title":"Reinforcement of core foundational science concepts during clinical rotations: a strategy to enhance medical student learning and diagnostic reasoning.","authors":"Bindu Menon, Meghana Reddy Ranabothu, Krissy Elizabeth Tarter, Tyrone Deonte Oneal Layson, Deepa Mukundan, Jeremy J Laukka","doi":"10.1152/advan.00179.2024","DOIUrl":"10.1152/advan.00179.2024","url":null,"abstract":"<p><p>Cognitive science principles can facilitate integrating and retaining basic science concepts during the clinical years of undergraduate medical education. We hypothesized that reinforcing foundational science concepts during the core clerkship experiences fosters the development of clinical reasoning in medical students. A patient simulation session on diabetic ketoacidosis (DKA) in the pediatric clerkship was chosen to pilot the program. We introduced an intervention in which a team of clinical and foundational science faculty facilitates student discussions, helping them connect important physiological and pathophysiological concepts to the disorder's clinical presentation, diagnosis, and management. The student survey reported that 87% strongly agreed that it helped them reinforce their understanding of foundational science concepts related to clinical cases. The National Board Medical Examination (NBME) subject exam results of the pediatric clerkships from the corresponding years were subjected to a cognitive diagnostic assessment called the DINA (deterministic input, noisy \"and\" gate) model analysis. The student content mastery in acid-base disorders was improved following the intervention (student mastery of skills, 0.73 vs. 0.80, <i>P</i> = 0.035). Similarly, analysis of the Step 2 Clinical Knowledge (CK) skills from the NBME subject exam item analysis reports showed improvement in the skill \"diagnosis\" on the topic of diabetes (probability value: before and after the intervention, respectively, 0.73 and 0.85, <i>P</i> = 0.04) following implementation. Our study shows the impact of foundational science reinforcement during clinical clerkships in developing undergraduate medical students' clinical reasoning and diagnostic skills.<b>NEW & NOTEWORTHY</b> The study describes a novel method for integrating foundational science into the clinical curriculum during undergraduate medical education. The learning outcomes are assessed using a cognitive diagnostic assessment method.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"47-52"},"PeriodicalIF":1.7,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142548781","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-03-01Epub Date: 2024-10-31DOI: 10.1152/advan.00184.2024
Mary K McGahon, Jazmin Verhagen, Nowran Nasr, Daniel Kennedy, Abtisam Atman, Sean M Roe
{"title":"Surprised by cocreation: building equality, diversity, and inclusion in the physiology curriculum with undergraduate students.","authors":"Mary K McGahon, Jazmin Verhagen, Nowran Nasr, Daniel Kennedy, Abtisam Atman, Sean M Roe","doi":"10.1152/advan.00184.2024","DOIUrl":"10.1152/advan.00184.2024","url":null,"abstract":"","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"37-40"},"PeriodicalIF":1.7,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142548782","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-03-01Epub Date: 2024-12-11DOI: 10.1152/advan.00095.2024
Giselle Larissa Allsopp, Sarah Elizabeth Wooding, Jan Maree West, Anne Isabella Turner
Optimizing the workload of university students is important for their academic performance and student experience. Large perceived workloads are associated with poorer academic performance and lower student satisfaction in university students.x In response to student feedback in 2021, we redesigned a second-year undergraduate physiology subject to optimize workload and improve student experience. The practical assessments (contributing 50% of the subject grade) were consolidated from five small reports to two more comprehensive reports. The new subject design resulted in a 3.85% reduction in practical assessment marks (P < 0.05), although students maintained their academic performance on the end of the trimester quiz. Upon reflection, the new practical assessments may have been more challenging for students and more discriminating of academic performance, as they required greater levels of critical thinking and more in-depth discussion of complex physiological concepts. Student satisfaction was reduced following the first iteration of the new subject design, but with additional assessment support for students by academic staff in 2022, the student experience ratings were no longer below expected values. In summary, consolidating the number of practical assessments was predicted to foster deeper learning of physiological concepts. However, to successfully achieve this, support from academic staff appears to be an essential factor to foster a positive student experience.NEW & NOTEWORTHY We showed that reducing the number of assessment submissions did not initially decrease students' perceived workload. Rather, producing more support materials for assessments and holding more support sessions by academic staff appeared to be most effective at fostering a positive student experience and students' perception of academic workload.
{"title":"Optimizing assessment workload and student experience: a quantitative and qualitative analysis of an undergraduate subject restructure.","authors":"Giselle Larissa Allsopp, Sarah Elizabeth Wooding, Jan Maree West, Anne Isabella Turner","doi":"10.1152/advan.00095.2024","DOIUrl":"10.1152/advan.00095.2024","url":null,"abstract":"<p><p>Optimizing the workload of university students is important for their academic performance and student experience. Large perceived workloads are associated with poorer academic performance and lower student satisfaction in university students.x In response to student feedback in 2021, we redesigned a second-year undergraduate physiology subject to optimize workload and improve student experience. The practical assessments (contributing 50% of the subject grade) were consolidated from five small reports to two more comprehensive reports. The new subject design resulted in a 3.85% reduction in practical assessment marks (<i>P</i> < 0.05), although students maintained their academic performance on the end of the trimester quiz. Upon reflection, the new practical assessments may have been more challenging for students and more discriminating of academic performance, as they required greater levels of critical thinking and more in-depth discussion of complex physiological concepts. Student satisfaction was reduced following the first iteration of the new subject design, but with additional assessment support for students by academic staff in 2022, the student experience ratings were no longer below expected values. In summary, consolidating the number of practical assessments was predicted to foster deeper learning of physiological concepts. However, to successfully achieve this, support from academic staff appears to be an essential factor to foster a positive student experience.<b>NEW & NOTEWORTHY</b> We showed that reducing the number of assessment submissions did not initially decrease students' perceived workload. Rather, producing more support materials for assessments and holding more support sessions by academic staff appeared to be most effective at fostering a positive student experience and students' perception of academic workload.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"154-162"},"PeriodicalIF":1.7,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142808601","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}