Refresher course for teaching respiratory physiology

Abstract

Poster presentations were, for the most part, demonstrations of computer-assisted instruction in respiratory physiology. Computer animations, simulations, and customization techniques were on display. They addressed the teaching of acid-base physiology, the chemical and neural control of respiration, ventilation/ perfusion relationships, and the use of multimedia resources to create customized lecture presentations. A new text on the physiology of respiration and the use of small groups to solve respiratory problems were featured in two of the exhibits. The poster session portion of the refresher course exposed viewers to the use of instructional programs in presenting respiratory physiology. The omnipresence of computers in the exhibit area led to spirited discussions on the use of computers in the classroom and laboratory. Refresher course participants could be overheard speculating on the effectiveness of computer-assisted instruction relative to more traditional teaching modes. After the 1.5-hour poster session, organizer DiCarlo invited all present to hear presentations by Harold Modell, Jay Farber, and Michael Maron. Harold Modell (National Resource for Computers in Life Science Education, Seattle, WA) noted that helping students to learn has replaced his goal of helping us to teach. He reminded the audience of students’ problems with the interpretation of language and with the extensive use of symbols and notation. He also noted that the student perspective on learning is influenced by preexisting models and by prior learning. Modell recommended active learning that engages the instructor in a dialogue with students. He suggested that as physiologists we act more as facilitators by motivating students and providing resources and less as teachers who see their function as the delivery of content.