Advances in Physiology Education最新文献

Multiple-choice questions (MCQs) are widely used for assessment in medical education. While human-generated MCQs benefit from pedagogical insight, creating high-quality items is time intensive. With the advent of artificial intelligence (AI), tools like DeepSeek R1 offer potential for automated MCQ generation, though their educational validity remains uncertain. With this background, this study compared the psychometric quality of Physiology MCQs generated by faculty and an AI chatbot. A total of 200 MCQs were developed following the standard syllabus and question design guidelines: 100 by the Physiology faculty and 100 by the AI chatbot DeepSeek R1. Fifty questions from each group were randomly selected and administered to undergraduate medical students in 2 hours. Item analysis was conducted postassessment using difficulty index (DIFI), discrimination index (DI), and nonfunctional distractors (NFDs). Statistical comparisons were made using t tests or nonparametric equivalents, with significance at P < 0.05. Chatbot-generated MCQs had a significantly higher DIFI (0.64 ± 0.22) than faculty MCQs (0.47 ± 0.19; P < 0.0001). No significant difference in DI was found between the groups (P = 0.17). Faculty MCQs had significantly fewer NFDs (median 0) compared to chatbot MCQs (median 1; P = 0.0063). AI-generated MCQs demonstrated comparable discrimination ability but were generally easier and contained more ineffective distractors. While chatbots show promise in MCQ generation, further refinement is needed to improve distractor quality and item difficulty. AI can complement but not yet replace human expertise in assessment design.NEW & NOTEWORTHY This study contributes to the growing research on artificial intelligence (AI)- versus faculty-generated multiple-choice questions in Physiology. Psychometric analysis showed that AI-generated items were generally easier but had comparable discrimination ability to faculty-authored questions, while containing more nonfunctional distractors. By focusing on Physiology, this work offers discipline-specific insights and underscores both the potential and current limitations of AI in assessment development.

The amphibian dissection for medical students was halted by the restrictions imposed by the national regulatory guidelines, prompting medical curricula to revise and innovate instructional methods. Hence, there is a critical need for potential innovative solutions to enhance students' understanding of physiological concepts. Therefore, this study aimed 1) to evaluate the gain in knowledge and retention with computer-assisted simulation (CAS) versus traditional teaching (TT)-learning strategies in first-year medical and paramedical students, and 2) to obtain students' and faculty feedback about strengths and limitations of both strategies. Medical and paramedical students, with prior theoretical knowledge, were separately randomized into CAS or TT groups after consenting. Knowledge gain and retention were assessed using multiple-choice questionnaires before, immediately after, and 15 days postexposure. Faculty and student feedback on the strengths and limitations of the teaching-learning strategies was collected. Results showed similar knowledge gain in both CAS and TT groups for medical students (CAS: 16.76 ± 3.69; TT: 15.94 ± 3.75; P < 0.001), with significantly better retention in CAS (16.10 ± 3.40) compared to TT (13.38 ± 3.21; P < 0.001). For paramedical students, knowledge gain was comparable, but retention was reduced in CAS (9.60 ± 2.23) compared to TT (10.35 ± 1.76; P < 0.05). Students appreciated the use of CAS program and suggested a blended learning module. In conclusion, integrating a blended learning module (CAS and TT) into the undergraduate curriculum can be an effective alternative to enhance knowledge gain and retention.NEW & NOTEWORTHY With amphibian dissection being restricted, simulation studies are crucial. This study compared computer-assisted simulation (CAS) to traditional teaching (TT), evaluating knowledge gain and retention. CAS proved effective in enhancing knowledge gain and retention. Students provided feedback on the strengths and limitations of both methods and suggested a blended approach (CAS and TT) would better cater to diverse learning needs. This approach offers a promising solution, leveraging the benefits of both methods to optimize student learning outcomes.

In response to financial, logistical, and ethical pressures, universities are exploring innovative methods for teaching physiology practicals with animal models. This study presents a laboratory activity employing Drosophila melanogaster as a model for neurological disease, leveraging its historical utility in genetic and physiological research. As invertebrates, D. melanogaster are not subject to the Animal (Scientific Procedures) Act 1986 in the United Kingdom, making them suitable for large-class teaching. The activity aims to enhance students' molecular skills and understanding of genotype-phenotype linkages through hands-on experiments. Students conduct DNA extraction, PCR, and restriction digestion, followed by behavioral assays to assess motor function. Results demonstrate consistent molecular outcomes and significant differences in climbing ability between wild-type and mutant flies, mirroring multiple human neurological disease symptoms. The practical encourages inquiry-based learning, allowing students to design multistage experiments and analyze complex data. This comprehensive approach not only reinforces theoretical knowledge but also provides valuable insights into human disease mechanisms with invertebrate models. The methodology can be adapted for various educational levels and expanded to include more advanced techniques such as qPCR, fostering a deeper understanding of molecular biology and neurophysiology.NEW & NOTEWORTHY There are ethical revisions around the use of animal models in research and teaching. However, there is still a need to train students in physiological techniques to promote skill development and engagement in research. This article provides an ethically accessible, inquiry-based practical using Drosophila melanogaster to model neurological disease. The activity reinforces core physiological and molecular skills while fostering analytical thinking and engagement with human disease mechanisms.

The comprehension of renal physiology is challenging for undergraduate students. Augmented reality (AR) offers a promising tool to improve comprehension of complex mechanisms. This study examines the students' perceptions and the effectiveness of an AR-based learning sequence on pre- and poststudent drawings of renal physiology. Three cohorts in their first year of undergraduate biomedical education (experimental groups) were enrolled and compared to three cohorts (controls) that performed a regular teacher-centered activity, following parallel content at the same time. The experimental groups performed an activity using the smartphone/tablet application that included a teacher and student guide. We used pre- and postactivity assessments that involved asking the students to draw an integrative diagram that represents the main functions of the kidney from a macroscopic and microscopic point of view. Drawings were analyzed with Kozma and Russell's levels of representation to evaluate learning progressions. In experimental groups, most of the students maintained their level of representation by comparing the pre- and postactivity assessment (54%). However, 42% of the participants advanced towards higher levels of complexity. Scores on the final physiology test showed a significant increase in the experimental groups versus controls. Regarding perception, 95% of the students believed that AR technology enhanced their understanding of kidney physiology, and 73% reported a better comprehension of glomerular filtration. Furthermore, 90% of the students recommended AR as a valuable complement to traditional teaching. Our study suggests that AR has the potential to improve teaching in biomedicine by providing a more interactive and enriched learning experience.NEW & NOTEWORTHY This research evaluates the effectiveness and perceptions of an augmented reality-based learning sequence in undergraduate biomedical students. The augmented reality (AR)-based learning sequence included three-dimensional images of renal anatomy that include zoom and rotate functions and a teacher guide. Using pre- and postactivity assessments, we evaluated student drawing and representations of renal physiology processes at different levels of complexity. The drawings were analyzed with Kozma and Russell's levels of representation. Results suggested that AR has the potential to improve the learning experience in biomedical students.

Although just-in-time teaching (JiTT) has proven effective in Western settings, its implementation in Asian nursing curricula, within China's distinctive pedagogical landscape, remains insufficient. Rain Classroom facilitates communication between students and teachers via smartphones or computers; however, its effective application to JiTT methodologies has yet to be evaluated. Two groups were compared: the JiTT group (n = 63, academic year 2024), assisted by the software plug-in Rain Classroom, and the traditional classroom (TC) group (n = 70, academic year 2023), who received traditional lecture-based instruction. Cohorts from consecutive years showed no baseline differences, with equivalence testing confirming comparability. Students in the JiTT group achieved significantly higher final examination scores than those in the TC group [77.21 points (SD 9.27) vs. 71.97 points (SD 11.69), degree of freedom = 131, P = 0.006]. A moderate positive correlation was observed between final examination scores and in-class quiz performance among the JiTT participants (Spearman correlation R = 0.42, P < 0.001). Satisfaction scores, assessed per a five-point Likert scale, were significantly higher for JiTT than TC [mean 25.73 (SD 3.17) vs. mean 22.79 (SD 3.84), P < 0.001]. Although students generally expressed positive attitudes toward the JiTT approach, some reported heightened academic stress. Qualitative analysis identified five major stressors. Overall, JiTT assisted by Rain Classroom significantly improved histology learning outcomes and student satisfaction in Chinese nursing education, although stress mitigation strategies are warranted for sustainable implementation.NEW & NOTEWORTHY Although just-in-time teaching (JiTT) has been widely studied in Western educational settings, its implementation within Asian populations remains scarce. Rain Classroom, a mobile-friendly platform enabling real-time student-teacher interaction, presents a promising, though insufficiently researched, tool for applying JiTT. To address this gap, we evaluated the effectiveness of JiTT integrated with Rain Classroom in a cohort of Chinese nursing students. This method significantly outperforms traditional approaches in enhancing histology test performance, learning perception, and student satisfaction.

Physiology core concepts (CCs) are essential for understanding physiology and enhancing students' learning outcomes, but their impact in flipped learning (FL) settings remains unclear. This study evaluated whether integrating CCs into FL improves medical students' performance in a 3-wk cardiovascular physiology module. Third-year medical students were divided into two groups: a control group receiving standard FL (n = 85) and an experimental group receiving FL+CCs (n = 90). Performance was assessed via a formative quiz (30-35% participation rate) to identify early learning trends and a final exam. Quiz results were compared by the Mann-Whitney U test, and final exam responses were analyzed with chi-square tests. Students' perceptions were collected via questionnaires. The FL+CCs group had a higher median quiz score (68.75%) than the FL group (62.50%), but the difference was not statistically significant (P = 0.14). On the final exam, the FL+CCs group had significantly more correct responses (695/900 vs. 609/850; 77.2% vs. 71.6%; P = 0.008), driven primarily by improved performance on the homeostasis questions (56.7% vs. 40%; P = 0.003). In addition, 60% of students in the FL+CCs group reported that the FL+CCs approach enhanced their understanding of cardiovascular physiology. Integrating CCs into FL was associated with improved medical student performance in cardiovascular physiology, primarily due to better performance on the homeostasis CC. Studies with a broader assessment scope and extended implementation periods are needed to further evaluate educational benefits of the FL+CCs approach.NEW & NOTEWORTHY This study is among the first to investigate core concept-based teaching within a flipped learning setting in a cardiovascular physiology module. Despite the module's short duration, core concept-based teaching was associated with enhanced performance among medical students.

The effects of the 1938 fascist anti-Semitic laws on the development of physiology in Italy are discussed, focusing on the replacement of five full professors of human physiology expelled from the Universities of Bologna, Milan, Turin, Genoa, and Palermo. The academic community immediately took action to fill the vacant positions, in the spirit of "business as usual." Replacements were made via either transfer of tenured professors or appointment of chair competition winners as tenure-track professors. The previous universities of the substitutes (Pavia, Siena, Messina, Parma) were also indirectly involved. Replacement proposals formulated by each university were approved by Giuseppe Bottai, minister of National Education. Overall, about half of the 17 physiology chairs present in Italy were involved with a significant and sudden generational change. Based upon biographical and scientific profiles of the expelled professors and their replacements, analysis is carried out on the ensuing qualitative effects on research activity. For the Italian physiology community, the impact was positive, or at least not negative in some cases, with the formation of important schools of research. In any case, the moral evaluation can only be negative on the tacit acceptance of expulsions for racial reasons, considered as ordinary administration or even as an opportunity for a more rapid career. Seen from this perspective, those distant events offer an occasion for reflection and a lesson still valid for all of us today.NEW & NOTEWORTHY The effects of the 1938 fascist anti-Semitic laws on the development of physiology in Italy are discussed, focusing on the replacement of five full professors of human physiology expelled from the Universities of Bologna, Milan, Turin, Genoa, and Palermo. The changes in research topics and the formation of important schools stemming from the application of the anti-Semitic laws have been long-lasting and are still present.

Migraine affects women at various life stages, with its frequency and severity influenced by fluctuations in ovarian hormones. The pathophysiology of migraine involves activation of the trigeminovascular system, brain stem regions, and diencephalic nuclei, with neurotransmitters and neuropeptides like serotonin (5-HT), γ-aminobutyric acid (GABA), noradrenaline, and calcitonin gene-related peptide (CGRP) playing key roles in maintenance of pain. Estrogen modulates these pathways and has a significant impact on migraine pathophysiology in females. Menstrual migraines, linked to estrogen withdrawal and prostaglandin release, can be managed with short-term prophylactic therapies such as selective serotonin agonists, initiated a few days before the expected onset of menstruation, and with nonsteroidal anti-inflammatory drugs or triptans for breakthrough headaches. During pregnancy, migraines often subside because of stable hormone levels, whereas perimenopause can exacerbate symptoms. Breastfeeding may improve migraine symptoms temporarily. Hormone replacement therapy can reduce migraine frequency in women during the perimenopausal period. A tailored, individualized approach is essential for effective management of migraines in women.NEW & NOTEWORTHY Recent advances in migraine research have deepened understanding of its complex pathophysiology. Sex hormones modulate the neural pathways involved in migraine generation, and explain the higher prevalence and fluctuating pattern of migraine observed in females across different life stages. Consequently, a sex-specific, individualized therapeutic approach is recognized as essential for optimizing management of migraine in women.

Certainty-based marking (CBM) requires students to indicate their certainty levels alongside their answers. CBM has been shown to enhance self-assessment and metacognitive awareness. This study aimed to explore the implementation of CBM in multiple-choice assessments in physiology. The CBM assessment tool was developed with an artificial intelligence (AI) assistant, Claude 3.5, with prompts focused on functional rather than technical requirements. The assessment consisted of 15 multiple-choice questions (MCQs), which were administered as a pretest and posttest during a small group teaching session to first-year medical students. Following the assessment, students completed a survey to evaluate their perceptions regarding the format, knowledge-gap identification, and overall acceptability. Answers from 195 students were analyzed, and significant improvements were observed in performance measures and certainty indices from the pretest to the posttest. Most students (80.9%) found the certainty scale beneficial, and 78.3% changed their answers after reflecting on their certainty. CBM demonstrated metacognitive benefits, with 86.4% of students better recognizing their knowledge gaps and 85.8% feeling more aware of their learning progress. About 73% of students preferred the CBM format and expressed greater engagement (82.8%) than traditional MCQs. CBM implemented through a web-based platform functioned as an assessment tool and an instructional intervention that enhanced students' metacognitive awareness and self-monitoring skills in physiology education. Our study focused on a single physiology topic and showed improvements in knowledge retention and certainty calibration. However, further longitudinal studies across multiple topics are needed to determine whether students maintain these self-assessment skills over time.NEW & NOTEWORTHY To introduce certainty-based marking (CBM) to novice students, a custom web-based multiple-choice question (MCQ) test was developed with assistance from an artificial intelligence (AI) tool. This enhanced accessibility and allowed for data collection to evaluate and analyze student performance. The integration of AI in creating this assessment tool highlights the potential of technology to improve educational practices, especially in designing various assessment strategies.

Health science represents the fastest-growing industry in the United States, a trend not predicted to slow for the next decade. The high demand for health professionals is seen with courses in Anatomy and Physiology (A&P), which often have high enrollments, high diversity, and require active pedagogies, hands-on learning, diverse study techniques, and interactions with instructors and peers. In Spring 2020, however, COVID-19 caused major disruptions to everyday life around the world, forcing significant changes to academic curricula and how students were taught. Institutions were forced into all online instruction, thus eliminating hands-on experiences, altering student learning, and hindering student-student and student-instructor interactions. Now that universities are back to in-person classes, there is a great opportunity to evaluate the impacts that the COVID-19 pandemic had on student performance and learning. It is important to investigate the impacts of COVID-19 because it can provide information on how to improve pedagogies going forward, while also helping to prepare for when the next pandemic occurs. To identify and analyze the impacts of the COVID-19 pandemic on student performance and learning, this study compared student performances in A&P labs before and after COVID-19. For A&P I, practical scores and overall grades declined following the pandemic, not returning to prepandemic levels until Fall 2023 (4-5 semesters). For A&P II, practical scores and overall grades declined in the first semester following the pandemic but returned to prepandemic levels in Spring 2022 (1 semester). While this study focuses on university students and courses in a biological field, the findings can be applied to other academic fields and to students across educational levels.NEW & NOTEWORTHY It is important to investigate the impacts of COVID-19 because it can provide information on how to improve pedagogies going forward, while also helping to prepare for when the next pandemic occurs. Practical scores and overall grades declined following the pandemic for Anatomy and Physiology (A&P) I and II courses but returned to prepandemic levels significantly earlier for students in A&P II. The findings here can be applied to other academic fields and to students across educational levels.