Advances in Physiology Education最新文献

NEW & NOTEWORTHY Essential to critical thinking skill development in human physiology students is a focus on the causal relationships between sequential elements of physiological processes. Causality is essential to our predictive abilities within complex systems. In essence, physiological sequences should be explained as a series of logical "triads" (stimulus causally linked to effect). This helps limit the short-term memory load, enhancing the storage of long-term memory and the formation of essential cognitive architecture required for critical thinking.

Biomedical Science is a popular multivocational degree that exposes students to body systems knowledge and scientific research skills, preparing them for work or further study in biomedical research and industry or health professions. With a diverse range of graduate outcomes, biomedical students report feeling uncertain about their career prospects. To date, there are limited data on the employment outcomes of Australian Biomedical Science graduates. We recently reported on the use of the professional networking LinkedIn platform to track employment outcomes and enhance career awareness for Physiology Major graduates. The LinkedIn Alumni Function (LAF) extends the capability to track graduate outcomes with high-level insights on what they do and what they are skilled at. The LAF was used in this study to track Bachelor of Biomedical Science alumni, who graduated between 2016 and 2024, from 38 Australian universities (n = 18,413). Alumni from the research-intensive Group of Eight (Go8) Australian universities were compared with those of other universities to assess any difference in the employment outcomes of their graduates. Biomedical Science alumni were mostly employed in the research sector (20%), followed by education (16%) and healthcare services (15%). A greater proportion of alumni from Go8 universities work in the research and education sectors, while relatively more non-Go8 graduates have a profession in healthcare services. Research, communication, and teamwork were the top three promoted skills by Biomedical Science alumni. Data obtained through the LAF could boost course promotion and curriculum design by providing clear indications of career pathways and skill sets to maximize graduate employability.NEW & NOTEWORTHY This is the first study to report on Biomedical Science graduate employment outcomes, using the novel LinkedIn Alumni Function. The data show that one-fifth of Biomedical Science alumni pursued a career in the research sector, followed by 16% in education and 15% in healthcare services. Research, communication, and teamwork are the top skills publicized by Biomedical Science alumni in professional networking.

The Competency-Based Medical Education (CBME) curriculum, launched in 2019 by the National Medical Commission (NMC), India, emphasizes the early integration of research training in undergraduate medical education to foster critical thinking, lifelong learning, and evidence-based practice. Despite this intent, systematic and structured research training for first-year medical students remains limited in implementation. This study investigated the perceived learning outcomes, challenges, and potential solutions experienced by first-year undergraduate medical students in the physiology department, who participated in a research activity aligned with the CBME framework. A cross-sectional, observational, qualitative study was conducted among undergraduate medical students in their first year of the 2023-2024 academic year. Following a sensitization session on research methodology, students engaged in a group research activity. One hundred twenty-three students voluntarily submitted written feedback in response to three open-ended questions about their learning experiences, identified gaps, and suggested improvements. Two coders independently performed a thematic analysis of the reactions, with themes and categories finalized collaboratively. The analysis identified four central themes that reflected the learning outcomes: development of teamwork skills, improvement of research and problem-solving skills, personal development and flexibility, and intellectual and academic growth. Students gained an understanding of research methods and teamwork; challenges included formulating questions and managing time effectively. Solutions involved stronger mentorship, more precise guidance, and better group coordination. In conclusion, integrating early research training into the medical curriculum from the first year of the medical program improved students' research competencies and team-building skills. Institutional support and structured mentorship can further optimize these learning experiences.NEW & NOTEWORTHY The research highlights the importance of early research training in a Physiology course in the Competency-Based Medical Education (CBME) curriculum, in India, for students' teamwork, critical thinking, academic, and research development. It also highlights gaps in research question development and time management, and proposes solutions like improved mentorship and topic direction.

Giovanni Alfonso Borelli (1608-1679) and Giorgio Baglivi (1668-1707) were prominent figures in early modern physiology who contributed significantly to the evolving debate on the origin of the heartbeat. Borelli, a leading exponent of iatromechanics, acknowledged the autonomous continuation of the heartbeat but attributed its initial impulse to a facultas sensitiva capable of perceiving internal imbalances. Baglivi advanced the discussion by proposing a fiber-based model of the body and offering experimental evidence of the heart's intrinsic contractile capacity. He classified body fibers into membranous and carneous types, locating the active force of contraction within the structure of the muscle itself. Although neither author wholly excluded the role of nerves, their work marked a pivotal moment in the conceptual shift toward intrinsic explanations of cardiac rhythm and laid the groundwork for future developments in cardiovascular physiology.NEW & NOTEWORTHY Borelli and Baglivi were pioneers in cardiac physiology in the seventeenth and eighteenth centuries. They both contributed to the gradual shift toward intrinsic explanations of the heartbeat, proposing that the heart possesses an autonomous capacity for contraction, laying the foundations for later myogenic models. Their experimental and theoretical work marked a turning point in early modern physiology, paving the way for subsequent research in cardiac function and the development of modern cardiovascular physiology.

This study aimed to evaluate the effectiveness of online synchronous and asynchronous teaching formats for undergraduate physiology education in a medical program in Ireland, with a specific focus on the use of LabTutor (Lt) LabStation online laboratory platform for remote access. To understand how the Lt platform was used by students and whether it enhanced their learning experience in physiology, we conducted a survey and questionnaire. We focused on students' access to Lt activities and examined any gender differences in the utilization of, and attitudes toward, these activities in a "Fundamentals of Medicine" module for first-year medical students (n = 65). The study revealed a strong student preference for asynchronously delivered lecture material over in-person didactic lectures, primarily due to the flexibility it offered. However, online Lt labs were less favored due to a perceived lack of engagement. Supplementary online materials, such as videos, did not significantly enhance the learning experience. Students positively evaluated both synchronous and asynchronous online assessments and proposed their integration with online prerecorded lectures. Notably, the usefulness score for synchronous assessment using the online response system Socrative was higher in males compared to females (8.8 ± 1.9 vs. 7.5 ± 2.2; P = 0.006). While most students acknowledged the time investment required for Lt activities, some recognized their value in reinforcing challenging concepts. Overall, our findings suggest that a balanced approach, leveraging both online and in-person methods, can optimize the learning experience in physiology education. This approach accommodates different learning preferences and needs, ultimately enhancing student engagement and comprehension.NEW & NOTEWORTHY Our study evaluated online synchronous and asynchronous teaching for undergraduate physiology in an Irish medical program, focusing on the LabTutor (Lt) LabStation platform. A survey of first-year students (n = 65) revealed a preference for asynchronous lectures due to flexibility, while online Lt labs were less favored due to engagement concerns. Students valued online assessments, with males rating synchronous assessments higher than females. A blended approach integrating online and in-person methods may optimize physiology education.

Artificial intelligence (AI) tools like ChatGPT offer new opportunities to enhance student learning through active recall and self-directed inquiry. This study aimed to determine student perceptions of a classroom assignment designed to develop proficiency in using ChatGPT for these strategies. First-semester Doctor of Pharmacy students in a foundational sciences course completed an assignment using ChatGPT for active recall. The assignment involved generating quizzes from lecture notes on protein structure and apoptosis, verifying ChatGPT's answers, and engaging in further inquiry. Students completed a Qualtrics survey assessing their perceptions. Nearly 60% of students had no prior ChatGPT experience, and only 21% had used it for previous quizzing purposes. Most (96%) found the instructions for the assignment clear, and 89% reported that ChatGPT was easy to use. The majority believed ChatGPT quizzes were as effective as instructor-provided quizzes. All students agreed that verifying ChatGPT's answers with lecture notes was a valuable learning experience. Open-ended responses highlighted the ease of generating additional questions and exploring concepts at higher cognitive levels, though some noted challenges with crafting precise prompts and verifying answers. Although many students were new to ChatGPT, the structured assignment improved their comfort with and understanding of the platform's capabilities and limitations when used for active recall and critical inquiry. The integration of AI tools, when guided and purposeful, can enrich traditional learning methods and support student engagement and deeper understanding of biological concepts in pharmacy education.NEW & NOTEWORTHY A structured classroom assignment introduced first-semester pharmacy students to using ChatGPT for active recall and self-directed learning. Despite limited prior experience with the tool, most students found it easy to use and an effective learning tool. Verifying ChatGPT's responses with lecture notes was viewed as a valuable learning strategy. Students appreciated the platform's ability to support higher-level inquiry. Overall, the assignment enhanced student engagement and understanding of AI-assisted learning.

Collaborative Learning and Soft Skills Seminar (CLASS) is an innovative pedagogical method for assessing large groups of students within the constraints of a short semester. In this approach, students are organized into teams of four, collaboratively selecting a subject-related topic. Each team delivers a 20-min presentation with 20 slides, with every student contributing a 4- to 5-min segment. The order of presentation is determined randomly and finalized by the instructor at the time of the presentation, introducing an element of spontaneity. Constructive feedback is provided post presentation to each student, ensuring both academic evaluation and soft skills development. This method fosters essential skills such as time management, teamwork, creativity in presentation slide design, and situational adaptability.NEW & NOTEWORTHY The CLASS (Collaborative Learning and Soft Skills Seminar) method is a structured way to assess students in large classrooms while improving teamwork and communication. Students work in teams, choose a topic, and give presentations in a randomly assigned speaking order. This approach helps develop confidence, time management, and creativity. It also allows teachers to assess both knowledge and soft skills. CLASS enhances student engagement and equips them for twenty-first century skills essential for future careers.

Learning and dissemination of obesity physiology and etiology knowledge are essential to prevention and treatment of this chronic disease through concerted efforts from both professionals and the general public. In this article, we describe an innovative Gain in Research Ability Test per Literature (GRATL) framework that integrates artificial intelligence (AI) into experiential learning (EL) of obesity physiology and etiology through community outreach projects. The GRATL framework sets seven areas of research competencies, i.e., Identify, Question, Plan, Conduct, Analyze, Conclude, and Communicate, as the anticipated learning outcomes (ALOs), and it navigates the design and implementation of research and learning activities. The quantitative matrix of GRATL navigated AI application through rigorous verification and assessed the growth of students' research ability. Our data suggest that the GRATL framework enhanced students' discipline knowledge, research ability, and career competency skills including communication, problem-solving, critical thinking, knowledge construction with AI assistance, teamwork, leadership, and self-management. In addition, the students helped the communities gain a better understanding of obesity and appreciated the roles of lifestyle behaviors in chronic disease. As the seven areas of research competencies are valued and observed across disciplines, the GRATL framework coupled with AI-assisted EL may be adjustable and scalable in teaching and learning of other subjects.NEW & NOTEWORTHY Obesity is a global public health issue. Concerted efforts are needed from both professionals and the public to prevent and treat the chronic disease. Here we describe a GRATL framework that engages college students and the public to learn obesity physiology and etiology through AI-assisted experiential learning and citizen science. Implementation of the GRATL framework enhances students' discipline knowledge, research ability, and career competency skills, and it also helps the public gain a better understanding of obesity.

The complex processes of electrolyte transport across the nephron often pose learning challenges for medical students. Manipulatives are a means of providing an interactive learning experience that increases understanding and content retention. In this study, we updated our previous in-person, paper-based nephron manipulative into a digital, interactive PowerPoint format while also integrating clinical applications. Twenty-first-year medical students completed a premanipulative quiz (pretest) and then participated in the manipulative intervention, where they electronically dragged and positioned electrolytes/molecules onto corresponding transporters within each PowerPoint slide depicting specific nephron segments. Participants completed a postmanipulative quiz (posttest) and participated in a faculty-based discussion in that same session. A long-term knowledge assessment quiz (long-term test) was administered 9 mo later in their second year of medical school. A nonintervention group, consisting of 26 second-year medical students who did not participate in the nephron manipulative as first-year students, provided a comparison for the natural learning progression without the manipulative intervention. A statistically significant improvement was observed from pretest to posttest (P = 0.0093), confirming that the manipulative intervention produced a meaningful improvement in student learning in the short term. When comparing learning outcomes by question subject, Pharmacology questions showed a higher average gain (+0.13) compared to Physiology (+0.07), with less knowledge decay over time (-0.03 vs. -0.09). Student feedback was overwhelmingly positive. This electronic manipulative demonstrated success in interactive teaching of nephron physiology and pathophysiology concepts and is a valuable teaching tool due to its customizable design, available for free or at a low cost.NEW & NOTEWORTHY Our digital nephron manipulative offers an interactive teaching modality to nephron physiology, pathophysiology, and pharmacology education alongside clinical applications. Current attempts in the literature to provide engaging nephron physiology education do not offer students opportunities to electronically manipulate learning items in a hands-on manner. To the best of our knowledge, this updated digital nephron manipulative is the first of its kind to provide an electronic modality for a kinesthetic, hands-on manipulative integrated with clinical nephrology.

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.