Teaching Of Physiology Research Articles

Asynchronous online lecture may not be an effective method in teaching cardiovascular physiology during the COVID-19 pandemic

BackgroundAsynchronous online lecture has become a common teaching method in medical education, especially during the COVID-19 pandemic. However, the effectiveness and students’ attitudes towards this method under this special circumstance have not been exclusively studied. Hence, we aimed to evaluate these aspects of cardiovascular physiology teaching in an undergraduate medical curriculum.MethodsWe analysed and compared the academic achievement and attitudes of 613 medical students on cardiovascular physiology between pre-COVID-19 and COVID-19 years in which different teaching methods were implemented. In addition, we also explored the importance of teaching methods and teachers by subgroup analysis to evaluate whether they influenced the academic achievement and attitudes of students.ResultsOverall students’ academic achievement was significantly higher when lectures were taught by the traditional method than by the asynchronous online method. Moreover, subgroup analysis revealed that teachers were also a factor influencing students’ academic achievement. Although most students had positive attitudes towards asynchronous online lectures, overall satisfaction was slightly higher when all lectures were taught by the traditional method than by the asynchronous online method.ConclusionsAsynchronous online lectures might not be an effective teaching method especially during the abrupt change in education. Under the ‘new normal’ medical education, not only teaching methods but also teachers are the essential keys to the success in academic achievement and attitudes of undergraduate medical students.

Reform and Exploration on Teaching of Curriculum Ideological and Political Education in Human Anatomy and Physiology Experiment

As the basis and source of theoretical knowledge of human anatomy and physiology experiment is one of the important experimental courses for undergraduates majoring in life science and medicine. It is an experimental teaching course matched with the theoretical teaching of human anatomy and physiology. Taking the realization of "building morality and cultivating people" as the starting point and the cultivation and practice of socialist core values as the starting point, build a brand-new teaching content system and teaching mode to implement ideological and political education in the experimental course of human anatomy and physiology, so as to realize the integration of curriculum ideological and political education and professional education, realize full, whole and all-round education, and cultivate students' scientific world outlook and methodology, encourage students to be patriotic, inspirational, truth-seeking and practical, and cultivate and carry forward socialist core values.

Research on Exercise Physiology Course Based on SPOC Mixed Teaching Mode

To carry out Hybrid Teaching of Exercise Physiology based on SPOC platform, we should always adhere to the teaching design concept of "taking students as the main body, teachers as the guide, goals as the main line and problems as the primary key", build five types of online resources based on the principles of comprehensiveness, openness and interaction, and design the hybrid teaching process in the order of pre class guidance, in class research and after class extension, To evaluate the teaching effect, we should adopt the method of multiple and integrated assessment, and overcome five adverse factors affecting mixed teaching. Practice shows that the hybrid teaching of online learning and classroom face-to-face teaching can effectively promote and cultivate students' awareness and ability of autonomous learning, and reasonable online learning is beneficial to improve the quality of Exercise Physiology teaching. Research teaching mode is a new way to cultivate creative talents. In order to improve the teaching quality of Exercise physiology course in Physical Education Colleges of colleges and universities, the purpose of this study is to explore the application of research teaching in Exercise Physiology teaching, preliminarily construct the research teaching mode of Exercise Physiology, and apply it in the teaching of Exercise Physiology in the future.

Comparative study of traditional blackboard teaching over PowerPoint teaching in physiology among 1st year medical students

Comparative study of traditional blackboard teaching over PowerPoint teaching in physiology among 1st year medical students

Assessing the Impact of Interactive Educational Videos and Screencasts Within Pre-clinical Microanatomy and Medical Physiology Teaching.

Modern medical curricula adopt the use self-directed learning approaches, which frequently include the use of technology enhanced learning resources. Often, students prefer those which are available via mobile devices because it can facilitate flexibility and autonomy with their learning, more so than with traditional modalities. Although the production value of resources may be appealing to users, those that work most effectively for education align well to existing pedagogies. One such pedagogy is the cognitive theory of multimedia learning. It is a framework that can be used to facilitate the construction of educational video, that can benefit learning gain through reducing the cognitive load.Although much research has been conducted on how information should be presented in video resources, there is very limited evidence within the subject of clinical anatomy and physiology or when applying different types of educational video, such as screencasts, or interactive video. In the field of anatomy education recent approaches have sought to standardize a robust methodology to evaluate digital resources. This procedure utilizes a combination of normalized learning gain and learner perceptions to gain an accurate picture of educational impact.The current study investigated the impact of both interactive educational videos and screencasts compared with traditional teaching techniques in the challenging subjects of histology and pain physiology. A quasi-randomized, cross-sectional study was conducted with 135 medical students enrolled at the University of Southampton. Sixty fourth- and fifth-year students assessed the histology resources, and 75second-year students assessed the pain histology resources. Participants were randomly assigned to either a text-based resource, interactive video, or screencast group. Outcomes measured were: 1. Normalized knowledge gain (and retention) assessed using one-best-answer multiple choice question tests 2. Student perceptions using 1-10 Likert-scale style questionnaires. A significant improvement in mean normalized knowledge gain was observed for all teaching modalities. For pain physiology, the means were: Text-49.0% (n=23), interactive video-70.1% (n=26), and screencast-53.8% (n=26). For all learning gains, P<0.001. For histology, there was a mean normalized learning gain for text-80.0% (n=20), interactive video-74.4% (n=20), and screencast groups-68.3% (n=20). For all learning gains, P<0.001.For pain physiology resources, interactive videos significantly improved learning gain compared to the screencast (P<0.05) and the text resource groups (P<0.01). There was no significant difference between those who used the text or screencast resources. There was also no significant difference in knowledge retention between the different teaching methods for each subject.Following teaching, all three teaching modalities had similar effects on student confidence in the subjects, desire for educational channels dedicated to each topic, and preference for locally produced vs. externally produced videos. These findings have the potential to inform educators on which types of resources to create or to select for their students to have the best impact on learning.

Physiology teaching methodology – Perspective of undergraduate medical students

Background: Proper understanding of concepts of physiology forms basis of good clinical practice. To make the lectures of physiology, more interesting and understanding one has to review the teaching methods at regular intervals. Aims and Objectives: This study is designed to get feedback regarding teaching methods in physiology from MBBS students of Government Medical College, Kozhikode, to make teaching more effective. Materials and Methods: Two hundred randomly selected students who successfully completed 1st-year MBBS are included in the study group. The standard questionnaire is shared to study group through Google forms and adequate time is given to record their responses. Descriptive statistics are used. Frequency is expressed in percentage. Results: Most of students prefer interactive teaching methodologies such as group discussion as their preferred mode of learning rather than conventional didactic lectures in whole batch. Students also like to have integration with other subjects and early clinical exposure to understand the concepts precisely. Conclusion: Teaching in small groups with proper integration and alignment with other subjects will make maximum results in rather than the traditional teacher centered medical education. Periodic review of teaching methods is very much essential to make the subject more interesting.

COMPARISON BETWEEN TRADITIONAL, RECORDED, AND ZOOM ONLINE PHYSIOLOGY TEACHING IN UNDERGRADUATE MEDICAL STUDENTS DURING THE COVID-19 PANDEMIC

Background: Due to COVID-19 educational institutions remained closed for traditional teaching, and online teaching methods were implemented. The recorded physiology lectures were forwarded to students, and teaching was conducted online. The objective of this study was to compare online, recorded, and face-to-face physiology teaching in undergraduate medical students during COVID-19 pandemic. Methods: This cross-sectional study was conducted from April to June 2021 at Jinnah Medical and Dental College, Karachi, Pakistan. The study participants included 84 undergraduate 2nd year medical students. The questionnaire included 21 items regarding zoom online, recorded, and traditional teaching. The students selected the preferred teaching method. The data were presented in terms of percentage for individual items, preference in theory, tutorial, and overall preferred teaching method. Results: The medical students believed that presence of teacher (86.9%), asking queries to teacher (87%), giving feedback to teacher (81.2%), and interest in learning (83.8%) were more important elements to consider for traditional teaching. Regarding the recorded lectures, understanding the lecture (51.4%), and studying at own pace (52.7%) were found to have high percentage. In relation to preference of teaching method for theory (73.5%), tutorial (76.9%) overall preferred teaching method (78.2%), majority of the students selected traditional teaching method. Conclusion: The majority of undergraduate medical students had a preference for traditional teaching methods in Physiology. Among online teaching during COVID-19 pandemic, the students preferred recorded sessions over zoom online classes. Pak J Physiol 2021;17(4):51–4

BodyWorks: interactive interdisciplinary online teaching tools for biomechanics and physiology teaching.

Remote teaching can be both challenging and motivating. Professors and lecturers have developed innovative strategies to improve students' education and engage students in synchronous and asynchronous classes. In this Illuminations paper, we describe BodyWorks, online tools to support courses in physiology, motor control, and biomechanics. The tools are interactive and easy to use, have low computer and internet demands, and can be used in many conditions and topics of study. All resources are freely available online in three different languages. We hope our initiative can help professors and students worldwide promote more interactive and engaging motor control and related topics classes for both synchronous and asynchronous formats.

A processual view on the use of problem-based learning in high school physiology teaching.

In problem-based learning (PBL), the steps and processes present in the PBL tutorial cycle are essential for constructive, self-directed, collaborative, and contextual student learning. This article presents a procedural study of a PBL tutorial cycle with high school students new to the method regarding human respiration and circulation physiology. We observed group dynamics and the learning process that occurred throughout the PBL tutorial cycle. The results indicate that conceptual changes were close to the planned learning objectives and that students enjoyed studying applying PBL. Moreover, a positive correlation was observed between group dynamics, self-directed learning and learning outcomes. Our results provide grounds for restructuring the tutorial cycle, especially important for novice PBL students, such as problem reformulation and the development and diversification of applied learning scaffolds. We conclude that the qualitative analysis performed herein can yield a deeper understanding of the PBL tutorial cycle and may be used to foster PBL implementation in institutions with little experience with the method and monitor its outcomes in organizations with mature PBL use.

The Impact of the COVID-19 Global Pandemic on Undergraduate Nursing Students' Study of Anatomy and Physiology.

The COVID-19 global pandemic caused major disruptions to the delivery of human Anatomy and Physiology courses to nursing students worldwide. The aim of the current study is to evaluate nursing students' experiences and perceptions of transitioning from a blended to a purely online study mode for first year Anatomy and Physiology courses during the global pandemic. Qualitative and quantitative methodologies were used with a sample of undergraduate nursing students enrolled at a regional Australian university across its three campuses. Descriptive statistical analysis was used to describe the study population. Content analysis was used to evaluate the participants' use of resources, experiences, and preferences in studying anatomy and physiology. There were 101 participants recruited in the study. Results indicated that face-to-face study mode (41.86%) was the preferred method of delivery during the global pandemic and participants were having a renewed appreciation for the blended study mode (38.37%). Online study mode was the least preferred (19.77%), with the participants' opinions of this mode of study not altered by the global pandemic. Although the COVID-19 global pandemic shifted the traditional teaching of anatomy and physiology in nursing programs to an online environment, the long-term impacts of this disruption have yet to be ascertained.

New aspects of pedagogical activity in the distant form of pathological physiology teaching to medical university students

Distance learning (DL) is a completely new and unique form of education, which got forced to switch to by the current pandemic of coronavirus disease.&#x0D; Note that until now, distance learning technologies have been used at the department of general and clinical pathological physiology and some other departments of the Odessa National Medical University (ONMedU).&#x0D; The aim of this analytical article is to analyze the efficacy of ONMedU General and Clinical Pathological Physiology Department staff during the one and a half year period of the coronavirus infection pandemic with an accent to psychological approach to students modified teaching. The urgent need of time and the primary desire to protect students and their own lives during 2020-2021 requires us to improve our own pedagogical approaches in the further on-line teaching of students.&#x0D; We see success in systematic methodological work with students, the implementation of which will make it possible to evoke and increase their motivation to study histology. The importance of this methodological technique, supported in the senior years of medical universities by the integration of teaching theoretical and clinical disciplines, the approximation of teaching to specific clinical cases will help optimize the assimilation of morphological knowledge by students at least and, undoubtedly, in the near future will lead to a better assimilation of clinical disciplines.&#x0D; In connection with the ideas of individualized and developmental learning, the use of psychological capabilities of learning tools in the virtual environment brings both pedagogy and psychology to a new level of understanding the mediation of mental, creative, communicative and executive learning and learning activities.&#x0D; The use of distance learning helps the students to acquire skills of independent work, creates comfortable conditions for creativity, increases the creative and intellectual potential of the student through self-organization, the ability to interact with computer technology and make responsible decisions, creates favorable conditions for individual creative expression in the process of learning, for the development of the student's personality.&#x0D; The authors are convinced that the optimization and improvement of the educational process in medical universities is to draw students' attention to the problems that the medical community is dealing with on a daily basis today.

Perception about Teaching and Learning Methodologies Applied in Physiology: A study on Medical Students of Pakistan

Background: The study of physiology is an essential part of the medical school curriculum. Medical teachers have identified the preference for a specific mode of content delivery to communicate knowledge to students in a rational, strategic, coherent, and sequential manner. In comparison to the focus on systems-based didactic lectures, more emphasis is now put on the developing critical thinking skills. Physiology is widely acknowledged as a difficult subject for medical students to grasp, incorporate, and apply in clinical sciences. Aim: To learn about students’ perceptions of teaching, learning, and assessment approaches used in the physiology. Method A quantitative cross-sectional survey was conducted online on 533 medical students from first to final year and also post grate students. After the approval of Ethical review committee, a questionnaire to determine the various aspects of Physiology as a subject being taught. The survey was conducted online via “Google forms''. Participants answered anonymously with informed consent, and the survey was conducted for a period of two months. Data was analyzed using SPSS version 23. Results: A total number of 533 students participated in this research and responding to Physiology learning and teaching. When students were asked about that which subject is most interesting in first Year MBBS, majority of the students that is 46.2% of the responses claimed that Physiology is the most interesting subject. 33.6% students were from 1st Year. 9.2% students were Postgraduates. 63.4% of the students preferred studying physiology from Guyton and Hall as reference book for Physiology. Majority of students that is 25.5% of the students found Blood Physiology to be the most interesting. Whereas 19.8% found Heart or Cardio Vascular System Physiology as the most interesting subject.15.6% found cell and nerve muscle as an interesting topic in Physiology.9.6% found Endocrinology and reproduction physiology as interesting as compared to 7.7% who found central Nervous system Physiology interesting. 43.9% of the students responded that they perfeer face to face interactive lectures.23.3% of the students perfered small group discussion.10.9% students prefered learing by tutorilas.Interestingly, 20.4% of the participants replied that they would definitely pursue physiology as their career. Conclusion: Physiology is the most interesting subject preferred by majority of students. Keywords: Perception, learning methodologies, medical students

A Research-Based Smart Classroom in An Exercise Physiology Course

The outbreak of COVID-19 has accelerated the construction of educational informationization and strengthened the integration and application of education and digitalization. Educators have increased demands for smart education to guarantee the quality of online teaching during the epidemic. As a key factor of smart education, smart classroom is expected to produce an important effect on education and teaching. However, at the present stage, there are some problems with smart classroom, such as complex equipment environment and inadequate combination with professional knowledge. Exercise Physiology is a course with strong practicality. For the traditional teaching mode, it is hard for students to gain a deep understanding of related knowledge. In view of this, this paper attempts to introduce a research-based teaching mode based on the smart classroom environment, make it run through three parts of the class, i.e., pre-class, in-class and post-class, make use of all kinds of equipment and functions in the smart classroom to form an interactive teaching mode that integrates pre-class, in-class and post-class. To be specific, the process includes storing in the cloud, pushing smartly, asking questions, creating scenarios, forming an individual learning mode, combining online teaching method with collaborative learning mode, giving quantitative results according to the status of collaborative learning and finally performing feedback evaluation and expanding after-class knowledge. Through the practical teaching of Exercise Physiology, the teaching mode established in this study can achieve a good teaching effect and teaching quality. In particular, it is of great significance for promoting students’ classroom satisfaction and ability to analyze problems and developing good learning habits in them.

Innovation in the teaching of human physiology at university and school: pedagogical process based on interdisciplinarity and learning station rotation.

This paper presents the description and analysis of a didactic experience involving the participation of a university and a community school, developed as part of the National Science and Technology Week, at a public university in northeastern Brazil. For this purpose, the use of learning station rotation enabled innovation in the teaching of physiology integrated with biochemistry and health education contents. The didactic approach consisted of creating a learning circuit comprising seven stations. The central theme of the stations emphasized physiology, with specific foci on biochemistry and cardiorespiratory and endocrine health. Each station provided unique activities related to the central theme, including a station concerning digital technology in physiology. The school students were divided into small groups (6 or 7 people) that rotated through the stations, with a total of 81 students visiting each station. A qualitative assessment was performed using a Likert-scale questionnaire to measure the level of satisfaction of the students. It was found that this didactic approach increased the receptivity of the students to the contents, facilitated student-teacher dialogue, and provided an excellent tool for establishing an interface between the university and the community school. Overall, 76.5% of the students rated the activity as excellent.

Switching from face-to-face to an online teaching strategy: how anatomy and physiology teaching transformed post-COVID-19 for a university preprofessional program

The College of Science and Health Professions offers a university preprofessional program. Like most medical schools in Saudi Arabia, the teaching delivery strategy in the university preprofessional program is on campus and face-to-face. During the month of March 2020, teaching activities of the spring semester were proceeding as normal; however, the sudden emergence of COVID-19 disturbed routine activities and compelled authorities to switch all teaching activities from face-to-face to online. Training sessions and workshops for all stakeholders on online delivery methods were arranged. Blackboard and other online facilities were utilized. All teaching materials, including newly made video clips for anatomy and physiology practicals, were uploaded on Blackboard and discussed online with students. Students’ anxiety related to the exam was reassured by giving them the option of open book quizzes during summative continuous assessment. All scheduled teaching sessions, lectures, and practicals were conducted proficiently. Revision sessions and assessment quizzes were conducted with students’ satisfaction. At the end of the semester, a final exam was conducted online as an open book exam. Students with technical issues while attempting the exam were given an opportunity to make up for it. After a successful final exam, the cumulative block grades showed students secured higher grades in the open book exam. Following that, the King Saud bin Abdulaziz University for Health Sciences has managed to conduct on-campus close book exams that abide by self-distancing and standard operating procedure policies.

Adapting a Human Physiology Teaching Laboratory to the At-Home Education Setting.

Teaching labs at the undergraduate level poses unique challenges to a school system forced online by COVID-19. We adapted physiology laboratories typically taught in-person to an online-only format, allowing students to measure personal health data alone. Students used available technology and low-cost devices for measuring respiratory and cardiovascular parameters and analyzed the data for differences in testing conditions such as posture and exertion. Students did not physically interact, which encouraged self-directed learning but disallowed peer-to-peer education. Pre-recorded data was utilized for ECG measurements, which streamlined the process but precluded the interactive act of experimentation. The use of low-cost devices empowered and encouraged students to take ownership of their health and form important connections between their own lives and theoretical physiology. Facilitating communication and TA preparedness is key to smoothly running the virtual lab. It will be important for future virtual labs to be designed to facilitate student interaction, include hands-on experimentation, and encourage personal investigation.

PHYSIOLOGY TEACHING IN THE PBL (PROBLEM-BASED LEARNING) CONTEXT: REPORT OF WORKSHOPS DEVELOPED IN BRAZIL

The workshop entitled “Physiology teaching in the Problem-based learning (PBL) context” was developed in two different times and contexts, in Brazil during 2017 and 2018. The main goal was to show how PBL works and discuss different possibilities and strategies to include physiology education in this different context of non-traditional teaching, where the role of professor changes. The workshop was highly valuable, gave an initial basis on PBL to the participants and stimulates them to think about the possibilities of PBL use and the potentials of this method, in both contexts of application.

Students teaching students: Can medical students play a part in undergraduate physiology teaching?

Over the past decade active and self-directed learning has been given precedence in medical curricula. At the Faculty of Medical Sciences, University of Sri Jayewardenepura, Sri Lanka, a novel approach was trialed to teach applied physiology using a student-seminar, where the teaching content was developed by the medical students. Clinically relevant physiology topics were randomly allocated to ten studentgroups. Each group had to deliver their findings to peers and academic tutors during a seminar, using audiovisual aids. This study aimed to explore student perceptions regarding this novel learning experiment. Student perceptions of the seminar were explored using self-administered surveys and were rated. Analysis of subject-related knowledge showed that marks of the participants (n=125) had increased significantly, on average by 13% (t110= -8.878 p&lt;0.001). Majority of students didn’t perceive the student seminar as satisfactory for teaching Applied Physiology. However, student seminars seem to be a useful way to enhance group learning and active self-directed learning. J Bngladesh Soc Physiol 2021;16(1): 57-60

A comparative study of learning outcomes between video-based and traditional lecture-based teaching in physiology

Background: -Video-based teaching, a distance learning tools is widely beingused in the present COVID-19 pandemic. Present study compares cognitive and affective domains learning outcomes between traditional and video-based physiology lecture.&#x0D; Methods and material: -A total of 25female students of Applied Medical College, Prince Sattam bin Abdul Aziz University, kingdom of Saudi Arabia during 2019 were selected for the study. Physiology course consist of 45 credit hours in a fifteen-week semester. Students were evaluated by various methods for different levels of cognitive and affective domains between traditional method of endocrine physiology lecture session and video-based digestive physiology lecture session. Marks obtained by each student in all the assessment methods of cognitive and affective domains were calculated to get a total mean score and expressed in percentage and compared between the traditional and video-based physiology lecture.&#x0D; Results: -The total mean score for all the assessment methods of the cognitive domains in the digestive physiology lecture with video was 70% and endocrine lecture without video was 50%.The total mean score for affective domain in the digestive physiology lecture with video was 80% and endocrine lecture without video was 50%.Cognitive domain show no major difference between traditional endocrine physiology and video-based digestive physiology lecture, while student performance was good for affective domain in the lecture supported by video.&#x0D; Conclusion: -Video-based teaching helps the learner to achieve objectives of the different levels of affective domain compared to cognitive domain as well as compared to traditional lecture with no video.&#x0D; Bangladesh Journal of Medical Science Vol.20(4) 2021 p.833-839

Blueprinting for assessment in undergraduate medical physiology curriculum

Since long, physiology teaching has been monotonous, teacher centric, didactic type and its assessment primarily focussed on the amount of knowledge recalled by means of stereotyped written questions. A blueprint specifies weightage to various mapped topics (also known as competencies) in the syllabus. For this study, IEC approval was obtained. We aimed to prepare a blueprint for assessment in the undergraduate physiology curriculum and thereby test its utility. We found that blueprinting not only establishes a balance between teaching and learning but also improves validity, reliability and acceptability of assessments. Thus, blueprinting of undergraduate medical curriculum can help in actual execution of the Medical Council of India’s Competency-Based Medical Education programme.