Enhancing Physiology Education Through Physiological Simulation

Abstract

Advances in Physiology Education began publishing papers in 2005, using classic papers in physiology teaching [1]. This approach has several valuable outcomes: Classic experiments, conclusion of which form the foundation of much of our undergraduate teaching textbooks, require less specialized knowledge to understand and interpret the data and conclusions. It demonstrates the scientific method, demonstrating both "what do we know" and "how do we know." It promotes inquiry-based learning. It fosters data literacy, teaching students to interpret graphs and provides historical context for physiology [1]. Traditional practical classes achieve many of these outcomes while also providing a tactile experience, and have added benefits to students’ data literacy — in as much as the students perform the protocols themselves. Students will gain insight to what “squiggly lines” on a screen are measuring and the individual variability in what raw physiological recordings look like. Students will gain a greater appreciation for analytical techniques, and the manipulations and analysis that needs to be performed to interpret data. Students also gain an appreciation of the difference between textbook vs real data. Nevertheless, in person practical classes have limitations due to resource intensity, including space, materials, and curriculum time. HumMod (hummod.org) is a freely available mathematical model of Human Physiology, a "time-dependent physiologic simulation engine" [2]. JustPhysiology (justphysiology.com) is an education-focused web interface for HumMod [3]. We have written four physiology-based workshops utilizing simulated data from JustPhysiology. The JustPhysiology workshops were setup as a structured inquiry activity where students are expected to apply their content knowledge to interpret data, and students submitted their reports after each workshop for evaluation and feedback. In preparing the workshop activities for deployment, we trialed the activities with students who had previously completed our second year Human Physiology subject (and were thus familiar with the content). We then engaged students in focus group interviews —ascertaining the students’ perceptions of the learning experience. The outcome of the focus group interview suggests that students engaging with the workshop tasks enter into a positive learning cycle: [Formula: see text] The spontaneous emergence of a learning cycle, promoting deeper understanding of the physiology suggests that these data driven workshops will have improve student learning in Human Physiology.