Textbook Of Physiology Research Articles

MEDICAL PHYSIOLOGY: ADVANCEMENTS IN TEACHING APPROACHES AT MEDICAL UNIVERSITIES

This article addresses the pressing issues of training modern medical and dental doctors as well as masters in biology at higher medical institutions, examining contemporary theoretical and practical approaches to integrating medical physiology as a fundamental medical amd biological discipline. It delves into current challenges in teaching physiology within the modern educational landscape, particularly focusing on the Department of Physiology at the Poltava State Medical University. This discipline is delivered by the Department of Physiology for students of the second (Master) level of higher education in the field "Healthcare" and "Biology". Physiology is a cornerstone discipline that fosters interdisciplinary integration in medical education, bridging theoretical knowledge with practical application in clinical settings. Emphasizing a practically oriented teaching principle, the article underscores the pivotal role of physiology in preparing students for clinical practice. The department adopts a comprehensive approach, developing and updating educational materials and manuals, including laboratory work with detailed descriptions of physiological research methods. Highlighting the department's achievements, it mentions their contribution to the first Ukrainian translation of the renowned physiology textbook "Medical Physiology” by Guyton and Hall in two volumes. It concludes by stressing the importance of enhancing the quality of education in medical institutions through continuous improvements in teaching practices, integration of advanced scientific developments and technologies, and the provision of modern educational resources and facilities, particularly in the field of physiology, which serves as the theoretical backbone of clinical medicine.

Sir Michael John Berridge. 22 October 1938—13 February 2020

Sir Michael Berridge was a giant in the fields of physiology and biochemistry who, by his discovery in 1983 of inositol 1,4,5-trisphosphate (IP 3 ) as the ubiquitous intracellular messenger releasing Ca 2+ from intracellular stores, revolutionized our concepts of signal transduction mechanisms. Mike, as he was universally known, discovered one of the most important regulatory mechanisms in animal cells, involved in the control of virtually all bodily functions, including secretion, contraction and memory. Mike, working at the Department of Zoology at the University of Cambridge, personally identified IP 3 as one of the two initial products of hormone- or neurotransmitter-elicited inositol phospholipid breakdown and then, in collaboration with the research group led by Irene Schulz at the Max Planck Institute for Biophysics in Frankfurt, demonstrated directly the Ca 2+ -releasing effect of IP 3 in pancreatic acinar cells. Subsequently, in collaborations with research groups in Switzerland and the USA, Mike confirmed the Ca 2 + -releasing action of IP 3 in insulin-secreting cells, hepatocytes and photoreceptors. The IP 3 –Ca 2 + -releasing pathway became accepted amazingly quickly as one of the key elements of cellular signal transduction mechanisms and is now featured in virtually all textbooks of physiology and biochemistry. Mike was also a great synthesizer, who created an entirely new field, namely calcium signalling. Through his numerous, highly cited review articles, and his insightful keynote lectures at the most important biomedical congresses, he dominated this large and increasingly important research field for more than 30 years following his momentous 1983 discovery.

Robert Tigerstedt and the Discovery of Renin.

The year 2022 marks the 125th anniversary of the discovery of the first element of the renin-angiotensin-aldosterone system. The importance of this event on the further development of nephrology, cardiology, and endocrinology left us compelled to reminisce about it and its main author, Robert Tigerstedt (1853-1923), who was one of Scandinavia's most famous scientists. He studied medicine at the University of Helsinki, Finland. His doctoral dissertation On the Mechanical Stimulation of the Nervous System and 10 other original publications made him famous among the neurophysiological community. From 1881, he worked in the Physiology Department at Karolinska Institute, Stockholm, where he created a modern laboratory and became a professor at age 33 years. After meeting Carl Ludwig in Leipzig, he became interested in central blood circulation. In 1886, with Per Bergman, he started a series meticulously performed experiments with extracts of the rabbit kidney cortex, which, when injected into other rabbits, increased their blood pressure. The hypothetical responsible substance was called renin. The results were presented at the International Congress of Medicine in Moscow in 1887. Forty years later, Harry Goldblatt confirmed Tigerstedt's theory that "the substance which comes from kidneys increases the blood pressure." After he returned to Finland in 1901, Tigerstedt headed the Physiology Institute in Helsinki. His further activities included scientific work, teaching, and socially oriented issues like healthy nutrition and conditions in prison camps. He was also interested in the history of medicine and was a member of the Nobel Committee. His Textbook of Human Physiology was published in numerous editions in many languages. He also authored the renowned Textbook of Physiological Methodology and Physiology of Circulation. Tigerstedt published over 200 scientific papers and was an honorary doctor at many universities. He was known for his strong personality, critical judgment, idealism, humor, and warm heart.

Development of Textbooks for Sports Physiology Course in the Department of Physical Education and Health, State University of Malang

The aim of this research is to created a product in the form of a sports physiology textbook for physical education and health students at the Faculty of Sports Science, State University of Malang. This research and development method includes: needs analysis, expert evaluation, small and large group product trials. Data analysis in this study used qualitative and descriptive quantitative percentage. The results of the evaluation by subject matter experts 79.6% good category, the results of small group trials 94.6% very good category, the results of large group trials 95.1% very good results. The conclusion obtained is that the sports physiology textbook product is suitable and can be used in courses in the department of physical education and health.

Vascular Function Curve: Confusion and Clarification

IntroductionThe vascular function curve (VFC), cardiac function curve (CFC), and their combination are widely introduced in medical physiology. However, teaching and learning this content is difficult because of a lack of essential information about the independent and dependent variables (IV and DV respectively) of the VFC, which often leads to contradictory interpretations of the combination of the 2 curves. Hence, the goals of this presentation are the following: 1) Describe the origin of the confusion and clarify the confusion in physiology education. 2) Show how the content is inconsistently presented in physiology textbooks and other resources.MethodLiterature review, logical reasoning, and graphical illustration.Results and Discussion1) The origin of the problem and its clarification.The VFC was first plotted and combined with the CFC by Guyton et al. in the 1950s and it describes the relationship between the steady‐state blood flow (i.e., cardiac output (CO)/venous return (VR) in steady‐state) and the right atrial pressure (RAP). Guyton et al. originally plotted the RAP in the X‐axis and the CO/VR in the Y‐axis (Fig. 1A) implying that the RAP is the IV. If the RAP is the IV, the interpretation of the combination of the VFC and CFC is problematic: How does a change in the RAP result in opposite effects on the CO simultaneously (Fig. 1C)? Levy (1979) simplified Guyton et al.’s original experimental setting and argued that the CO in the Y‐axis is the true IV as the pumping rate (CO) was left as the only manipulated variable. Levy also addressed that Guyton’s presentation of the VFC with the RAP on the X‐axis goes against convention. Levy’s clarification is supported by Beard and Feigl in their 2011 article. Despite Levy’s clarification, it is still difficult to interpret the communication of the VFC and CFC: How can the RAP be the IV of the CFC and the DV of the VFC simultaneously? No textbooks provide a convincing explanation to this question and the presentation of the IV and DV of the VFC is inconsistent in the physiology textbooks. 2) The Inconsistent IV and DV of the VFC in textbooks. A total of 9 textbooks and Board review books were reviewed regarding how the IV and DV of the VFC. Eight of them introduced the VFC and CFC (Table 1), were only 2 books described that RAP is the DV.Conclusions1) Levy's clarification of the problem many decades ago has not been well known, so the problem is still prevalent in the circle of physiology education. 2) If the VFC must be taught, the IV and DV of the VFC should be taught consistently in the textbooks.<img src=“https://lh4.googleusercontent.com/nyq5MnJ1mZCmY3yBS1‐kZ7XUqT00hEuMvlpoxr9tl03SvkOr4OLWOLTYbVBOHv7wbVRVscQfJvvAcWnEOxoNwwxsNGjpjw5Sj8jWjLTYiLi6cE‐NqLbqc3OA10j9fP3dPSTbz‐k=s1600” width=“624” height=“180” style=“width: 652.277px; height: 200.125px;”>Fig. 1. Vascular function curve (VFC, 1A), cardiac function curve (CFC, 1B), and their combination (1C) with the independent variable in red and dependent variable in blue in 1A and 1B

Diagnosing metabolic acidosis in chronic kidney disease: importance of blood pH and serum anion gap.

Metabolic acidosis is one of the most common complications of chronic kidney disease (CKD). It is associated with the progression of CKD, and many other functional impairments. Until recently, only serum bicarbonate levels have been used to evaluate acid-base changes in patients with reduced kidney function. However, recent emerging evidence suggests that nephrologists should reevaluate the clinical approach for diagnosing metabolic acidosis in patients with CKD based on two perspectives; pH and anion gap. Biochemistry and physiology textbooks clearly indicate that blood pH is the most important acid-base parameter for cellular function. Therefore, it is important to determine if the prognostic impact of hypobicarbonatemia varies according to pH level. A recent cohort study of CKD patients showed that venous pH modified the association between a low bicarbonate level and the progression of CKD. Furthermore, acidosis with a high anion gap has recently been recognized as an important prognostic factor, because veverimer, a nonabsorbable hydrochloride-binding polymer, has been shown to improve kidney function and decrease the anion gap. Acidosis with high anion gap frequently develops in later stages of CKD. Therefore, the anion gap is a time-varying factor and renal function (estimated glomerular filtration rate) is a time-dependent confounder for the anion gap and renal outcomes. Recent analyses using marginal structural models showed that acidosis with a high anion gap was associated with a high risk of CKD. Based on these observations, reconsideration of the clinical approach to diagnosing and treating metabolic acidosis in CKD may be warranted.

The endocrine kidney: tampering with oxygen sensors may change your character

The endocrine kidney: tampering with oxygen sensors may change your character

Unfairly Forgotten: Carl Ludwig: The Founder of Modern Physiology

Cardiovascular physiology was the dominant area of research for Ludwig. He developed instruments to record hemodynamic and other physiologic events accurately, allowing him to identify previously unrecognized physiologic relationships.His classical textbook of physiology challenged traditional scientific theories and suggested new concepts. His ultimate aim was to describe nature in a mathematic manner "that in the organism no other forces are active but the common physicochemical". ("Organic physicist").His scientific program attracted medical graduates from Europe, Asia and America. Ludwig's scientific ability and personality were the major factors for the success of his research program. His intellectual generosity and unselfishness in order to promote the careers of his pupils is legendary. He put scientific research and results ahead of personal recognition. He mentored his colleagues and pupils without ever putting himself or his own interests ahead of everybody else. He decided to forgo academic recognition and did not play political games.

Another Mention of Thebesian Veins in the Heart: Should It Be the Last?

Another Mention of Thebesian Veins in the Heart: Should It Be the Last?

Nernst Equation and its Clinical Correlation

Introduction The Nernst equation, regularly taught in medical physiology, is essential to understand the electrophysiology of the cell membrane. However, many students feel that the equation is not useful in clinical practice due to the lack of correlation made between the underlying physiology and clinical manifestations of ion imbalance in many resources. Through a comprehensive review of physiology textbooks, we noticed that frequently used textbooks, except for Physiology by Linda S. Costanzo (6ed), merely introduce the equation briefly. Even in Costanzo, the equation is mentioned as an aside during a clinical case of hyperkalemia. Hence, the aim of this presentation is to fill this gap by addressing the important clinical correlation of the equation (i.e., its role in helping students to understand the potentially life-threatening K+ imbalance – hyperkalemia and hypokalemia). Method Step-by-step logical reasoning with graphical illustrations, which are not available in Costanzo's textbook. Results Five logical steps together thoroughly unfold how K+ imbalance should be understood with the application of the Nernst equation. Steps 1 to 3 are illustrated in Figure 1 and steps 4 to 5 in Figure 2. Conclusions Nernst equation is the focal point that connects all concepts of chemical gradient, equilibrium potential, resting membrane potential, and excitability of a cell together. Besides its primary role to illustrate the relationship between an equilibrium potential of an ion and its chemical gradient, Nernst equation is also essential to understanding the K+ imbalance, a potentially life-threatening condition if left untreated.

August Krogh's contribution to the rise of physiology during the first half the 20th century

August Krogh (1874–1949) was amongst the most influential physiologists in the first part of the 20th century. This was an era when physiology emerged as a quantitative research field and when many of the current physiological disciplines were defined; Krogh can rightfully be viewed as having introduced comparative physiology, epithelial transport and – together with Johannes Lindhard – exercise physiology as independent disciplines. With a unique ability to design and construct equipment, Krogh could address novel questions in both human and animal physiology with unprecedented precision. Krogh would characteristically focus on a given physiological problem over a couple of years, delineate the focal mechanisms, provide a solution to the major problems, and then move onto new academic ground. For each of his major research areas (respiratory gas exchange, capillary function, osmoregulation), he wrote comprehensive books or monographs that remain important resources for scholars today, and he engaged in the writing of physiology textbooks for the Danish high school. Krogh's research appears to have been driven by curiosity to understand how animals (including humans) work, but he did not hesitate to apply his insight to societal and clinical problems throughout his long academic career.

Physiological Societies Across the Globe Unite in an Effort to Handle the COVID-19 Pandemic

Physiological Societies Across the Globe Unite in an Effort to Handle the COVID-19 Pandemic

Gut Microbiome and Drug Metabolism

The human physiology textbooks traditionally consider the intestine as a metabolically active organ, with its activity primarily associated with the production of numerous digestive enzymes. The development of molecular analysis technologies has significantly detailized this picture, primarily by decoding the metabolic potential of the intestinal microbiota. Data from numerous metagenomic studies indicate that the number of eukaryotic and bacterial cells in the human body is comparable - about 3.0×1013, while the number of genes in the intestinal metagenome is one hundred times greater than in the human genome. Obviously, the gut microbiota exhibits both direct and indirect effects on the metabolism of drugs and xenobiotics, that can affect their effectiveness and toxicity. Orally administrated xenobiotics have been found to be metabolized by intestinal microbial enzymes before being absorbed from the gastrointestinal tract into the blood flow. The metabolic reactions performed by the gut microbiota greatly differ from the metabolic reactions of the liver, providing modification of drugs by acetylation, deacetylation, decarboxylation, dehydroxylation, demethylation, dehalogenation, etc. Despite the metabolism of xenobiotics by microbial enzymes of the intestine is rather known, information about the specific microflora mediating each metabolic reaction is still limited, mainly by the lack of an adequate model of the intestinal microbial community to allow the accumulation of experimental data for the creation of computational models. Currently, studies of drug metabolism use microfluidic chips, reproducing functions of various organs and tissues, such as the liver, kidney, lungs and intestine, as in vitro models in the form of 2D and 3D cell cultures. Supplementation of such systems with the microbial community will allow to get as close as possible to in vitro modeling of complicated biological processes in the interests of pharmacological research and the accumulation of data for constructing computational models.

Another look at the core concepts of physiology: revisions and resources.

In 2011, we published a description of 15 core concepts of physiology, and in 2017 we described how core concepts could be used to teach physiology. On the basis of publications and conference presentations, it is clear that the core concepts, conceptual frameworks, and the homeostasis concept inventory have been used by faculty in many ways to improve and assess student learning and align instruction and programs. A growing number of colleagues focus their teaching on physiology core concepts, and some core concepts have been used as explicit themes or organizing principles in physiology or anatomy and physiology textbooks. The core concepts published in 2011 were derived from inputs from a diverse group of physiology instructors and articulated what this group of instructors expressed a decade ago. On the basis of current feedback from the physiology teaching community as a consequence of the use of core concepts in teaching and learning, we have revisited these concepts and made revisions to address issues that have emerged. In this article, we offer revised definitions and explanations of the core concepts, propose an additional core concept ("physical properties of matter" which combines two previous concepts), and describe three broad categories for the revised core concepts. Finally, we catalog published resources for each of the core concepts that provide instructors tools to focus facilitation of student learning on goals (learning outcomes), activities and assessments to enable students to develop and apply their understanding of the core concepts of physiology.

Time Constant and Length Constant: Graphical Illustrations for Effective Teaching and Learning

IntroductionThis is a teacher‐guided students’ presentation. The time constant (τ) and the length constant (λ) are the cell membrane’s passive cable properties that influence the velocity of the spread of graded potentials and thus the velocity of the propagation of action potentials. In teaching and learning the electrophysiology of the cell membrane, we noticed that the information about the two concepts in many current physiology textbooks are incomplete and inconsistent. Some books introduce both τ and λ, whereas some other books do not introduce them. Some books introduce only τ, whereas some other books introduce only λ. Some books use the rising phase of a graded potential to illustrate τ, whereas some other books use the falling phase. Graphical illustrations about these concepts are generally not available in these physiology textbooks. This situation makes it confusing for students to understand the two concepts. In this presentation, we address the above problems and share our figures to facilitate the learning of the two concepts.MethodTextbook comparisons and graphical illustrations.Results1) The incompleteness and the inconsistency about the two concepts will be addressed in a table using a few sampled textbooks. 2) A set of figures (not shown) are used to provide a complete illustration about τ in both the rising phase and the falling phase of a graded potential; and the rising phase is then used to graphically illustrate how τ affects the propagation of an action potential (Figure 1). 3) How λ affects the propagation of an action potential is illustrated graphically using the falling phase of a graded potential (Figure 2).ConclusionGraphical illustrations are of great value for the effective teaching and learning of the concepts of time constant and the length constant.Time constant (τ) determines how fast a local current depolarizes Vm to Vthreshold to trigger an action potential.Figure 1Length constant (λ). A: The λ influences the spread of a local current (or the graded potential it generates). The greater the λ, the farther the local current (or the graded potential) spreads. B: The greater the λ, the farther the local current (or the graded potential) spreads, so the more voltage‐gated Na+ channels (VGSCs) in a regional area are likely to open and the faster the AP propagation. VGKC: voltage‐gated K+ channels.Figure 2

Organic Vitality: Experimenting at the Boundaries of Life by Joan Steigerwald

Reviewed by: Organic Vitality: Experimenting at the Boundaries of Life by Joan Steigerwald Noelle Rettig Joan Steigerwald. Organic Vitality: Experimenting at the Boundaries of Life. Pittsburgh: U of Pittsburgh P, 2019. 460 pp., 34 figures. Upon the completion of an experiment on a dreary November night, a young doctor Frankenstein wrote in his diary,"I collected the instruments of life around me, that I might infuse a spark of being into the lifeless thing that lay at my feet … by the glimmer of the half-extinguished light, I saw the dull yellow eye of the creature open; it breathed hard, and a convulsive motion agitated its limbs." Today, Frankenstein reads as a bizarre tale, albeit one with crucial implications about the monstrosity of humanity and the humanity of the supposedly monstrous. At the time when Mary Shelley wrote the novel, though, the sciences were animated by discussions about what precisely separated the living from the nonliving. This movement was known as vitalism: the belief that living matter was endowed with some "spark of being" and the attendant search for what that thing, that vital principle, might be. Joan Steigerwald's monograph, Organic Vitality: Experimenting at the Boundaries of Life, is an interdisciplinary study of vitalism that investigates the intertwining of scientific and empirical inquiry, critical philosophy, and Romantic theory around the turn of the nineteenth century. Her entry into this topic is via the blooming periodical culture of Germany at this time: in a multitude of publications, there was a lively and critical debate concerning whether the vital principle or force in question might best be understood as irritability, sensibility, a reproductive force, or a more general Lebenskraft. These arguments were, in turn, situated within a longer history that called especially upon the authority of the Swiss polymath Albrecht von Haller and his experiments in the 1750s on irritability and sensibility (roughly, the innate capacity of the body to respond to external stimuli) and the equally multitalented Friedrich Blumenbach and his inquiries during the 1780s into generative processes, i.e., the capacity of organized bodies to grow or cultivate their own kind and the simultaneous ability to generate, maintain, and repair their own complex structures. Practicing a close reading of contemporary journal articles, critiques and countercritiques, treatises by scientists and philosophers, scientific and physiological textbooks, and literary texts, Steigerwald offers a counterhistory to straightforward, teleological histories of vital powers and organicist theories, arguing instead that the ambiguities and tensions within these texts and the debates surrounding them led to still further thinking on the subject, ultimately opening a space of change that reaches past the history accounted for in this book. Organic Vitality consists of six chapters, plus an introduction and conclusion. These are divided largely by theme—scientific inquiry, critical philosophy, and Romantic theory—but some key figures and concepts span more than one of these endeavors and are thus included in several chapters. Steigerwald's major theses and arguments encompass a range of concerns. German notions of organic vitality were informed more concretely and specifically through experimental inquiries than through theoretical systems, she contends. At the same time, reflections on epistemology developed in a reciprocal relationship with critical philosophy and Romantic theory during the years under discussion. This led, on the one hand, to new ideas about the processes of cognition as well as the study of nature. While these initiatives informed developments in experimentation, they also created questions pertaining to the artificiality of such experiments and their instruments: in other words, the entire experimental apparatus, whether it [End Page 382] be due to the subject under investigation, something the experimenter does or does not do, the tools being used, or some other unknown variable, lends a synthetic quality to the results. Steigerwald picks up on Schelling's notion of "boundary" or "intermediate" concepts (Grenzbegriffe): concepts that can be employed to permit an epistemic unity of distinct observed phenomena as elements of the natural order. Steigerwald maintains that, for Schelling, such boundary concepts provide a means for discerning how organisms interact with their environments, and that a space of mediation (as implied by the term itself, i.e., boundary or intermediate concepts, as well as Kant's mediating...

Vasomotor Center? A Possible Role in the Treatment of Hypertension

The global burden of hypertension and associated co-morbidities (cardiac failure, renal failure), is constantly rising despite the availability of newer drugs. Therefore, this study was planned to review the role of VMC (Vasomotor Center) in hypertension along with adding stress-relieving methods in lifestyle measures to prevent an epidemic of hypertension. For this purpose textbook of physiology, and various reference studies were used. The text-book of physiology suggests the location of VMC (Lower pons and medulla) and its functioning related to blood pressure regulation. It receives a signal from baroreceptors and produces either a decrease or an increase in blood pressure. The VMC is influenced by the cerebral cortex and hypothalamus. The pathophysiology suggests that possibly chronic stress, mental overwork disturbs the cortical influences to hypothalamus and shifts VMC to a higher level and that results in high basal sympathetic discharge and increased LV ejection force along with shifting of baroreceptors and renal mechanism to a new higher level which brings the blood pressure or whole body vasculature to the same high level resulting in hypertension. The repetition of the same process shifts BP even higher. The centrally acting drugs, mental rest, sound sleep and stress relieving methods like yoga, Vipassana, etc. may help to reduce cortical impulses and to bring VMC back to normal. VMC will automatically correct various BP control mechanisms and bring back BP to normal. Thus continuous efforts are needed to remove precipitating factors of hypertension. The methods to relieve stress and exhaustion must be employed in lifestyle for hypertension besides JNC guidelines.

Answering Huxley: "now" students take a "then" exam.

Twenty-eight undergraduate students in a health sciences program volunteered for an exercise in the history of examinations. They had completed a second-year course in anatomy and physiology in which they studied modern texts and took standard contemporary exams. For this historical "experiment," students studied selected chapters from two 19th century physiology texts (by Foster M. A Textbook of Physiology, 1895; and Broussais FJV. A Treatise on Physiology Applied to Pathology, 1828). They then took a 1-h-long exam in which they answered two essay-type questions set by Thomas Henry Huxley for second-year medical students at the University of London in 1853 and 1857. These were selected from a question bank provided by Dr. P. Mazumdar (University of Toronto). A questionnaire probed their contrasting experiences. Many wrote thoughtful, reflective comments on the exercise, which not only gave them an insight into the difficulties faced by students in the past, but also proved to be a valuable learning experience (average score: 8.6 ± 1.6 SD).

Analysis of type 2 diabetes mellitus and arterial hypertension content in exercise physiology textbooks.

The textbook is a pedagogical tool that provides students and professionals with scientific information. As exercise is an important strategy for the prevention and treatment of noncommunicable diseases, such as type 2 diabetes mellitus (T2DM) and arterial hypertension, the presence of correct and up-to-date scientific information in exercise physiology textbooks is important. Our aim was to analyze T2DM and arterial hypertension content in exercise physiology textbooks and compare this content with the American College of Sports Medicine (ACSM) position stands. Comparative descriptions were made between information regarding T2DM and arterial hypertension found in textbooks (n = 10) and similar information contained in the official ACSM position stands. The quality of the content was compared with current scientific information present in the ACSM position stands. In regards to T2DM, eight textbooks provided information regarding the purpose and benefits of exercise, two provided information regarding exercise prescription, seven provided information regarding the type of exercise, six provided information regarding general care and recommendations, and five provided information regarding the mechanisms involved. In regards to arterial hypertension, all textbooks provided information regarding the purpose and benefit of exercise, six provided information regarding exercise prescription, nine provided information regarding the type of exercise, two provided information regarding general care and recommendations, and seven provided information regarding the mechanisms involved. All textbooks analyzed contained information related to physical exercise for patients with T2DM and arterial hypertension. However, the textbooks differed in terms of the quality of the contents, especially in regard to exercise prescription.

The impact of Bybee (5E) teaching method on learning of physiology textbook among nursing students

Background: Using active teachings methods is one of the crucial elements of today’s education. One of the active teachings methods is Bybee method. This study aims to evaluate the impact of Bybee (5E) teaching method on learning of physiology textbook among nursing students. Methods: This study is pre-test and post-test with control group as semi-experimental design. The study population is all B.Sc. students of nursing in Medical Science University of Alborz in academic year 2015-2016. The study sample is 30 students and by convenient sampling method, the students are dedicated to two classes (15 students in each class). The study measure is learning tests with the reliability 0.89 and the face validity is supported by the lecturers (experts). For data analysis, independent t-test is used with SPSS, version 18 software. Results: The results of study show that learning (p=0.001, 0.513) of the students being instructed by Bybee method is higher than those instructed by traditional method. Conclusion: based on the impact of Bybee method on learning of physiology in nursing, using this teaching method is recommended in nursing and medical education.