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Showing 1 to 15 of 45 results
Zehr, E. Paul – Advances in Physiology Education, 2014
Engaging communication of complex scientific concepts with the general public requires more than simplification. Compelling, relevant, and timely points of linkage between scientific concepts and the experiences and interests of the general public are needed. Pop-culture icons such as superheroes can represent excellent opportunities for exploring…
Descriptors: Popular Culture, Teaching Methods, Scientific Concepts, Science Instruction
Hollabaugh, Christopher R.; Milanick, Mark A. – Advances in Physiology Education, 2014
Analogies are often helpful for students to grasp key physiological concepts; sometimes the technical jargon makes the concept seem more complex than it actually is. In this article the authors provide several analogies for information transfer processes that sometimes confuse students. For an analogy to be useful, of course, it needs to be…
Descriptors: Scientific Concepts, Physiology, Logical Thinking, Information Transfer
Montrezor, L. H. – Advances in Physiology Education, 2014
Medical school students are expected to learn many subjects at the same time. As a result, they often experience stress and find it difficult to cope with the curriculum. In addition, some first-year students find theory and practical classes to be monotonous. One of the difficulties faced by faculty members is, therefore, to maintain student…
Descriptors: Medical Schools, Medical Students, Student Interests, Physiology
Sawbridge, Jenny L.; Qureshi, Haseeb K.; Boyd, Matthew J.; Brown, Angus M. – Advances in Physiology Education, 2014
The ability to understand and implement calculations required for molarity and dilution computations that are routinely undertaken in the laboratory are essential skills that should be possessed by all students entering an undergraduate Life Sciences degree. However, it is increasingly recognized that the majority of these students are ill…
Descriptors: Computation, Mathematics Skills, Workshops, Undergraduate Students
Longmuir, Kenneth J. – Advances in Physiology Education, 2014
In this project, the traditional lecture hall presentation of acid-base physiology in the first-year medical school curriculum was replaced by interactive, computer-assisted instruction designed primarily for the iPad and other mobile computer platforms. Three learning modules were developed, each with ~20 screens of information, on the subjects…
Descriptors: Computer Assisted Design, Physiology, Telecommunications, Educational Technology
Tansey, E. A.; Roe, S. M.; Johnson, C. J. – Advances in Physiology Education, 2014
When a subject is heated, the stimulation of temperature-sensitive nerve endings in the skin, and the raising of the central body temperature, results in the reflex release of sympathetic vasoconstrictor tone in the skin of the extremities, causing a measurable temperature increase at the site of release. In the sympathetic release test, the…
Descriptors: Physiology, Science Instruction, Scientific Concepts, Human Body
Javitt, Norman B. – Advances in Physiology Education, 2014
Studies of hepatic bile formation reported in 1958 established that it was an osmotically generated water flow. Intravenous infusion of sodium taurocholate established a high correlation between hepatic bile flow and bile acid excretion. Secretin, a hormone that stimulates bicarbonate secretion, was also found to increase hepatic bile flow. The…
Descriptors: Physiology, Human Body, Scientific Concepts, Biology
Kay, Alan R. – Advances in Physiology Education, 2014
Hodgkin and Huxley's (5) revealing the origins of cellular excitability is one of the great triumphs of physiology. In an extraordinarily deft series of papers, they were able to measure the essential electrical characteristics of neurons and synthesize them into a quantitative model that accounts for the excitability of neurons and other…
Descriptors: Physiology, Cytology, Equations (Mathematics), Undergraduate Study
Letic, Milorad – Advances in Physiology Education, 2014
Emergent processes, such as diffusion, are considered more difficult to understand than direct processes. In physiology, most processes are presented as direct processes, so emergent processes, when encountered, are even more difficult to understand. It has been suggested that, when studying diffusion, misconceptions about random processes are the…
Descriptors: Physiology, Science Instruction, Scientific Concepts, Molecular Structure
Nelson, Regina K.; Chesler, Naomi C.; Strang, Kevin T. – Advances in Physiology Education, 2013
Physiology is a core requirement in the undergraduate biomedical
engineering curriculum. In one or two introductory physiology courses, engineering students must learn physiology sufficiently to support learning in their subsequent engineering courses and careers. As preparation for future learning, physiology instruction centered on concepts may…
Descriptors: Physiology, Scientific Concepts, Biomedicine, Engineering Education
Marcus, Leanne; Plumeri, Julia; Baker, Gary M.; Miller, Jon S. – Advances in Physiology Education, 2013
A previously published classroom teaching method for helping students visualize and understand Michaelis-Menten kinetics (19) was used as an anticipatory set with high school and middle school science teachers in an Illinois Math and Science Partnership Program. As part of the activity, the teachers were asked to collect data by replicating the…
Descriptors: Inquiry, Kinetics, Biology, Physiology
Carter, Jason R.; West, John B. – Advances in Physiology Education, 2013
Compare and contrast strategies remain common pedagogical practices within physiological education. With the support of an American Physiological Society Teaching Career Enhancement Award, we have developed a junior- or senior-level undergraduate curriculum for exercise physiology that compares and contrasts the physiological adaptations of…
Descriptors: Physiology, Science Education, Exercise Physiology, Undergraduate Students
Brownell, Sara E.; Price, Jordan V.; Steinman, Lawrence – Advances in Physiology Education, 2013
Most scientists agree that comprehension of primary scientific papers and communication of scientific concepts are two of the most important skills that we can teach, but few undergraduate biology courses make these explicit course goals. We designed an undergraduate neuroimmunology course that uses a writing-intensive format. Using a mixture of…
Descriptors: Biology, Audiences, Communication Skills, Scientific Concepts
Bhaskar, Anand; Subramani, Selvam; Ojha, Rajdeep – Advances in Physiology Education, 2013
An article by Belusic and Zupancic described the construction of a finger pulse sensor using a singing greeting card beeper. These authors felt that this beeper made of piezoelectric material could be easily modified to function as a respiratory belt transducer to monitor respiratory movements. Commercially available respiratory belt transducers,…
Descriptors: Physiology, Science Education, Science Instruction, Human Body
Dobson, John L. – Advances in Physiology Education, 2012
The purpose of this study was to compare the retention of selected physiology concepts throughout 30 days of two different uniform schedules of retrieval and two different expanding schedules of retrieval. Participants (n = 250) first read and reread 30 immunology and reproductive physiology concepts and were then repeatedly assessed, without…
Descriptors: Feedback (Response), Animals, Hands on Science, Physiology

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