Advances in Physiology Education最新文献

As artificial intelligence (AI) is becoming more integrated into the field of healthcare, medical students need to learn foundational AI literacy. Yet, traditional, descriptive teaching methods of AI topics are often ineffective in engaging the learners. This article introduces a new application of cinema to teaching AI concepts in medical education. With meticulously chosen movie clips from "Enthiran (Tamil)/Robot (Hindi)/Robo (Telugu)" movie, the students were introduced to the primary differences between artificial narrow intelligence (ANI), artificial general intelligence (AGI), and artificial super intelligence (ASI). This method triggered encouraging responses from students, with learners indicating greater conceptual clarity and heightened interest. Film as an emotive and visual medium not only makes difficult concepts easy to understand but also encourages curiosity, ethical consideration, and higher order thought. This pedagogic intervention demonstrates how narrative-based learning can make abstract AI systems more relatable and clinically relevant for future physicians. Beyond technical content, the method can offer opportunities to cultivate critical engagement with ethical and practical dimensions of AI in healthcare. Integrating film into AI instruction could bridge the gap between theoretical knowledge and clinical application, offering a compelling pathway to enrich medical education in a rapidly evolving digital age.NEW & NOTEWORTHY This article introduces a new learning strategy that employs film to instruct artificial intelligence (AI) principles in medical education. By introducing clips the from "Enthiran (Tamil)/Robot (Hindi)/Robo (Telugu)" movie to clarify artificial narrow intelligence (ANI), artificial general intelligence (AGI), and artificial super intelligence (ASI), the approach converted passive learning into an emotionally evocative and intellectually stimulating experience. Students experienced enhanced comprehension and increased interest in artificial intelligence. This narrative-driven, visually oriented process promises to incorporate technical and ethical AI literacy into medical curricula with enduring relevance and impact.

Although interactive software has long been employed to complement traditional lecture and laboratory classes, instructors have typically been limited to premade programs produced by others with significant programming experience. Furthermore, many existing programs have limited platform cross-compatibility, with few compatible with the most ubiquitous and accessible device in a typical classroom, the mobile phone. In addition to advances in large language model-assisted programming, there has been a boom in the popularity of HTML5/JavaScript-based video game development software targeted toward nonprogrammers. Consequently, there are now tools available that have significantly lowered the barrier to entry with regard to instructors taking creative control over the production of interactive content suitable for their own specific classroom needs. By focusing on the HTML5/JavaScript framework, these applications can be accessed on any device capable of running a browser, making them easy for students to use in the classroom and to integrate effectively into any learning management system. Here, we suggest that the use of such tools might prove particularly valuable for instructors of physiology and pharmacology, permitting the creation of interactive content tailored to the instructor's own teaching style and that better meets the needs of the enrolled students. In doing so, we highlight some of the options available and provide examples of the kinds of applications instructors can produce with these methods.NEW & NOTEWORTHY The availability of generative AI and intuitive HTML5/JavaScript development tools now permits instructors of physiology and pharmacology, who may have little or no programming experience, to produce their own interactive teaching aids for the purposes of enhanced course delivery.

This study aimed to analyze the effect of blended active method (BAM) on blood pressure (BP) control learning, pretest stress and anxiety, and students' perceptions. With approval from the institutional ethics committee, two freshman Dentistry classes were assigned to either a traditional method (TM; n = 50) or BAM (n = 49) group. All students completed the State-Trait Anxiety Inventory (STAI) and provided saliva samples for cortisol and alpha-amylase measurements at baseline and before the exam. The TM group attended two lectures on BP control. In BAM, class 1 involved team discussions of clinical scenarios involving BP alterations. Before class 2, students watched pre-class videos with embedded questions (Edpuzzle) and completed an interactive online lesson (Lt-Kuracloud) with exercises and immediate feedback. In class 2, students took an individual test and, in teams, analyzed which BP control systems were activated in the previous scenarios, explaining the physiological responses involved. In class 3, both groups completed the STAI, performed saliva collection, and a summative exam on BP control. Test scores were compared using t tests; anxiety and biomarker stress levels were analyzed with two-way ANOVA. BAM students achieved significantly higher exam scores (8.75 ± 1.17) compared to TM (7.27 ± 1.82). Before the exam, the TM group showed higher alpha-amylase, cortisol, and anxiety levels than BAM. According to student perceptions, BAM strategies effectively supported BP control learning. Overall, BAM improved learning outcomes and helped reduce pretest stress and anxiety compared to traditional teaching.NEW & NOTEWORTHY This study demonstrates that a blended active method (BAM), combining team discussions, interactive online lessons, and formative assessments, improves learning outcomes and reduces pretest stress and anxiety in university students studying blood pressure control. Unlike traditional lectures, BAM provided immediate feedback and opportunities for collaborative problem-solving. The study also measured physiological stress markers (cortisol and alpha-amylase), confirming BAM's effectiveness in promoting both cognitive performance and emotional well-being in a higher education health sciences setting.

Students, accrediting bodies, and institutions are increasingly calling for educators to include planetary health (PH) in medical and health professions curricula. With the World Health Organization identifying climate change as the single biggest health threat facing humanity, health professionals must be prepared for the impacts of a changing climate, biodiversity loss, and pollution. There is an expectation that they will also need to practice sustainable and climate-resilient healthcare. Following limited beneficial outcomes in a first attempt to include PH content in an introductory Physiology subject for health sciences and medicine pathway students at an Australian university, we utilized an educational research design theory and design-based research methodology to develop, implement, and evaluate the integration of PH into a Physiology subject. Key stakeholders (students and tutors) provided ongoing feedback at regular points before, during, and at the end of the 12-week semester. Based on the findings, we offer evidence-based recommendations for integrating PH into an existing subject that avoids overloading an already busy curriculum. Recommendations include providing a clear definition of PH at the start of the semester, embedding a weekly "fact" in lecture slides, engaging learners in discussions during tutorials, linking PH concepts during hands-on practical laboratories, and establishing a dedicated PH learning objective for the subject.NEW & NOTEWORTHY Planetary health can be integrated into current medical and health professions subjects without the need to remove existing content or excessively impact staff and student time commitments. It is possible to meet student, faculty, employer, and accreditor expectations of preparing graduates to work in a changing healthcare system.

Throughout their years of education, health science graduate and professional students complete countless hours of studying and taking exams, which can elevate the stress on these students in addition to their natural strains outside of school. Identifying a method to help reduce academic stress could be critical to positively impact student health and well-being. One of the emerging methods of stress reduction in current research is the use of virtual reality (VR) with biofeedback, which is a process that allows the user to gain conscious control of otherwise unnoticed bodily functions to change autonomic nervous system control. This research aimed to investigate whether VR biofeedback could help students manage stress in an academic setting. The authors monitored the heart rate, blood pressure, respiratory rate, and self-reported stress levels in 22 health science students while they used a VR headset to complete an immersive activity that guided users in diaphragmatic breathing within a calming virtual environment. While there were no significant changes in heart rate variability (HRV) or mean arterial pressure after the VR session, participants self-reported decreased stress levels. The participants also positively evaluated the experience with the VR headset and noted that the session was calming and engaging. Future research could use a similar process to evaluate participants directly before they take an exam or complete another stressful task and assess the effect of using biofeedback on academic performance.NEW & NOTEWORTHY Virtual reality (VR) has been proposed as an effective tool for reducing stress but has not been tested among trainees experiencing high academic pressures. Flowborne is a free VR application that guides users in diaphragmatic breathing within a calming virtual environment. Rhythmic breathing stimulates the parasympathetic nervous system, helping to lower heart rate, anxiety, and stress. This study suggested that participants perceive VR biofeedback as a promising tool for enhancing relaxation in an academic setting. .

Due to regulatory and logistical challenges, traditional hands-on endocrine labs can be difficult to implement. Here, we provide a flexible, dry-lab/classroom data analysis activity that eliminates the need for direct blood sampling and instead focuses on teaching analytical skills and theoretical knowledge. This article presents a dry-lab/classroom-ready dataset and teaching approach that allows students to analyze the endocrine regulation of metabolism following the consumption of foods predominantly composed of fat, protein, or carbohydrates. By examining real data on blood glucose and insulin responses, students gain a deeper understanding of how macronutrient intake influences metabolic pathways. A pilot set of data (originally collected with appropriate ethical approval) is provided, showing blood glucose and insulin levels from 15 participants randomly assigned to consume a food primarily composed of either fat, protein, or carbohydrates. This dataset is intended for in-class data analysis, where students predict and interpret changes in blood glucose and insulin using statistical tests. Postprandial glucose and insulin levels increased most dramatically after carbohydrate intake, whereas protein and fat intake produced more modest increases with minimal insulin changes. These findings align with expected endocrine responses and provide a rich dataset for student exploration of metabolic regulation. Shifting from direct laboratory work to data-driven classroom analysis offers an accessible way to teach endocrine metabolism. By using real-world data, students can practice experimental design skills, interpret statistical findings, and better understand how diet influences blood glucose and insulin levels.NEW & NOTEWORTHY This teaching approach offers a dry-lab/classroom exercise style activity, presenting real-world postprandial glucose and insulin data after distinct macronutrient foods. Students can use these data to hone their analytical, critical thinking, and statistical skills, while reinforcing their conceptual understanding of endocrine regulation in a flexible classroom setting.

Frogs serve as valuable model organisms for studying physiological responses of nerve, skeletal muscle, and the heart in undergraduate biology labs. Induced hypothermia before pithing is the traditional method of euthanasia, but some veterinary guidelines discourage this practice and recommend chemical anesthesia instead. However, the most commonly used anesthetic, MS-222, may negatively interfere with physiology experiments. We sought an alternative anesthetic and tested the hypothesis that eugenol anesthesia is compatible with classroom nerve and muscle experiments on frogs. Bullfrogs were euthanized after eugenol anesthesia or chilling. Additional groups of frogs were soaked in eugenol for extended durations of 30, 60, or 90 minutes beyond reflex loss. The sciatic nerve was stimulated while the gastrocnemius force was measured using an isometric force transducer. The threshold voltage eliciting a muscle contraction and the peak isometric twitch force were recorded at 15-minute intervals for 2 hours. Eugenol reliably induced loss of reflexes in approximately 20 to 35 minutes. While eugenol increased the threshold voltage required for a muscle contraction and decreased force production, neuromuscular preparations maintained the ability to respond adequately to electrical stimulation, supporting eugenol's viability as an alternative anesthetic for classroom experiments. To further characterize the anesthetic's effects, isolated sciatic nerves were soaked in eugenol solutions and evaluated for compound action potential amplitude and action potential threshold voltage. Eugenol reduced maximum compound action potential amplitude and increased the action potential threshold voltage, with inhibitory effects dependent on the duration of exposure and reversible upon soaking in Ringer's solution.NEW & NOTEWORTHY Prior studies, including Medler in 2019 (Adv Physiol Educ 43: 69-75, 2019), have shown that the primary anesthetic used in fish and other aquatic vertebrates, MS-222, blocks nerve and muscle function and thus interferes with classroom neuromuscular physiology demonstrations in frogs. In this study, we show that eugenol anesthesia is practical and effective for classroom experiments, and we characterize the effect of eugenol on neuromuscular physiology over different anesthetic durations.

In respiratory physiology, students must have a good idea about Dalton's Law to understand the effect of water vapor pressure on the partial pressure of the respiratory gases. This illumination has two aims: the first is to introduce a student's misconception about the application of Dalton's Law in respiratory physiology, and the second is to explore the potential effect of previous incomplete knowledge on the formation of this misconception. A survey about student feedback on these topics showed that this misconception is very common, hidden, and needs to be corrected to help students learning.NEW & NOTEWORTHY Dalton's Law may provide a good example for students to highlight the existence of misconceptions and their effect on gaining new knowledge. The awareness of students about this misconception may improve their learning styles.

The rise of artificial intelligence (AI) is transforming educational practices, particularly in assessment. While AI may support the students in idea generation and summarization of source materials, it also introduces challenges related to content validity, academic integrity, and the development of critical thinking skills. Educators need strategies to navigate these complexities and maintain rigorous, ethical assessments that promote higher order cognitive skills. This article provides practical guidance for educators on designing take-home assessments (e.g. research-based assignments) in the AI era. This guidance was developed through a collaborative, consensus-driven process involving a consortium of three educators with diverse academic backgrounds, career stages, and perspectives on AI in education. Members, holding experience in higher education across the United Kingdom, United States of America, Australia, and Middle East and North Africa regions, brought varied insights into AI's role in education. The team engaged in an iterative process of refining recommendations through biweekly virtual meetings and offline discussions. Four key recommendations are presented 1) codeveloping AI literacy among students and educators, 2) designing assessments that prioritize process over output, 3) validating learning through AI-free assessments, and 4) preparing students for AI-enhanced workplaces by developing AI communication skills and promoting human-AI collaboration. These strategies emphasize ethical AI use, personalized feedback, and creativity. By adopting these approaches, educators can balance the benefits and risks of AI in assessments, fostering authentic learning while preparing students for the challenges of an AI-driven world.NEW & NOTEWORTHY This paper presents a framework to effectively design take-home assessments in the generative artificial intelligence (AI) era with four key recommendations to navigate the challenges and opportunities posed by generative AI. From codeveloping AI literacy to fostering human-AI collaboration, the strategies empower educators to promote authentic learning, critical thinking, and ethical AI use. Adaptable to various contexts, these insights help prepare students for an AI-driven future while maintaining academic rigor and integrity.

During the years 2020-2022, COVID-19-related restrictions led to fewer in-person lab offerings in Neuroscience and Biology courses, resulting in negative impacts on students' skills and confidence. In this study, we investigate the impact of a co-curricular undergraduate lab skills program, the Practical Skills Passport (PSP), on student lab confidence. PSP tasks were designed based on informal student feedback and refined via pilot testing by postgraduates with no wet lab experience. Sessions were delivered weekly during the 2021-2022 and 2022-2023 academic years. The impact was evaluated using a survey of students who had attended at least one PSP session. Students at various stages of study in Neuroscience and Biology undergraduate programs attended the PSP. Survey respondents indicated that they felt their confidence in their lab skills improved following PSP attendance. Survey respondents rated the PSP positively overall and expressed interest in attending again. Attendance at the PSP peaked in the first few weeks of semester 1 in each year and declined thereafter, indicating that students are more interested in lab skills practice after returning from the summer break. Fewer students attended in 2022-2023 compared to 2021-2022, probably reflecting the return to all in-person learning as COVID-19 restrictions lifted. In general, "core" lab tasks were more popular in 2021-2022, and specialized tasks were more popular in 2022-2023.NEW & NOTEWORTHY The COVID-19 pandemic reduced opportunities for in-person lab classes, negatively impacting students' skills and confidence. We developed a co-curricular program of lab skills catch-up sessions with the aim of restoring student lab confidence during the return to in-person instruction. Here we describe the development, implementation, and evaluation of this program. Our evaluation indicates that engagement with the program positively impacted student lab confidence.