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Showing 1 to 15 of 98 results Save | Export
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Rathner, Joseph A.; Schier, Mark A. – Advances in Physiology Education, 2020
Flipped classroom teaching has been used by many educators to promote active learning in higher education. This andragogy is thought to increase student engagement by making them more accountable for their learning and increase time on task in the classroom. While there are several systematic reviews that point to improved student results, it…
Descriptors: Andragogy, Physiology, Science Instruction, Active Learning
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Zangerolamo, Lucas; Soares, Moreira; de Oliveira Rosa, Lucas Rodolfo; Santos, Karina Rodrigues; Bronczek, Gabriela Alves; Marconato-Júnior, Emílio; Carneiro, Everardo Magalhães; de Lima Barbosa-Sampaio, Helena Cristina – Advances in Physiology Education, 2020
The search for more efficient teaching methodologies is a great challenge for Brazilian educators, since most classes are still traditional (theoretical) and have little student involvement during the learning process. Active learning methodologies, where students play a central role in the learning process, are proving to be more effective and…
Descriptors: Physiology, Active Learning, Human Body, Science Activities
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Washburn, Shannon E.; Stewart, Randolph H. – Advances in Physiology Education, 2020
Blood flow through the cardiovascular system is governed by the same physical rules that govern the flow of water through domestic plumbing. Using this analogy in a teaching laboratory, a model of the cardiovascular system constructed of pumps and pipes was used to demonstrate the basic interactions of pressure, flow, and resistance in a regulated…
Descriptors: Plumbing, Science Laboratories, Active Learning, Veterinary Medical Education
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Reinke, Nicole B. – Advances in Physiology Education, 2019
Promoting student engagement and academic achievement in first-year anatomy and physiology courses. "Adv Physiol Educ" 43: 443-450, 2019; doi:10.1152/advan.00205.2018. Students from three undergraduate programs at James Cook University, Queensland, Australia, studying combined first-year anatomy and physiology courses, showed different…
Descriptors: Learner Engagement, Academic Achievement, Introductory Courses, Anatomy
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Muthukrishnan, Suriya Prakash; Chandran, Dinu S.; Afreen, Naaz; Bir, Megha; Dastidar, Shaon Ghosh; Jayappa, Harsith; Mattoo, Bhawna; Navneet, Arvind; Poorasamy, Jeevitha; Roy, Atanu; Sharma, Anju; Ghosh, Debabrata; Deepak, Kishore K. – Advances in Physiology Education, 2019
Didactic lecture is an effective method to quickly pass on a high volume of information to a large number of students. However, if not well designed, lectures can be monotonous and provide only passive learning, with little scope for higher order learning skills. To address this drawback of lectures, we supplemented it with case-based learning…
Descriptors: Foreign Countries, Medical Education, Case Method (Teaching Technique), College Freshmen
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Sinnayah, Puspha; Rathner, Joseph A.; Loton, Daniel; Klein, Rudi; Hartley, Peter – Advances in Physiology Education, 2019
Bioscience is a foundational unit (subject) of undergraduate allied health degree programs, providing students the scientific basis underpinning their clinical practice. However, despite its significance, bioscience is a difficult academic hurdle for many students to master. The introduction of active learning strategies, including small…
Descriptors: Active Learning, Learning Strategies, Academic Achievement, Outcomes of Education
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Powell, Jacqueline M.; Murray, Ian V. J.; Johal, Jaspreet; Elks, Martha L. – Advances in Physiology Education, 2019
Physiology is one of the major foundational sciences for the medical curriculum. This discipline has proven challenging for students to master due to ineffective content acquisition and retention. Preliminary data obtained from a survey completed by "low-performance" students (those maintaining a grade average below the passing mark of…
Descriptors: Outcomes of Education, Small Group Instruction, Active Learning, Tutorial Programs
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Cooper, Katelyn M.; Krieg, Anna; Brownell, Sara E. – Advances in Physiology Education, 2018
Academic self-concept is one's perception of his or her ability in an academic domain and is formed by comparing oneself to other students. As college biology classrooms transition from lecturing to active learning, students interact more with each other and are likely comparing themselves more to other students in the class. Student…
Descriptors: Student Characteristics, Academic Achievement, Self Concept, Physiology
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McFee, Renee M.; Cupp, Andrea S.; Wood, Jennifer R. – Advances in Physiology Education, 2018
Didactic lectures are prevalent in physiology courses within veterinary medicine programs, but more active learning methods have also been utilized. Our goal was to identify the most appropriate learning method to augment the lecture component of our physiology course. We hypothesized that case-based learning would be well received by students and…
Descriptors: Veterinary Medical Education, Physiology, Laboratories, Teaching Methods
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Singh, Nikhilesh; Gupta, Richa; Mahalakshmi, V. N. – Advances in Physiology Education, 2018
To introduce active learning session for a large group of 250 students, we combined the strengths of problem-based learning and team-based learning to promote a structured active learning strategy with less faculty involvement. For the implementation of this strategy, a case on anemia was selected based on the module already covered in classes.…
Descriptors: Foreign Countries, Problem Based Learning, Teamwork, Cooperative Learning
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Hopper, Mari K.; Kaiser, Alexis N. – Advances in Physiology Education, 2018
The primary aim of this study was to determine whether levels of student engagement, higher order skill proficiency, and knowledge acquisition demonstrated by medical students would differ when completing the same course in three diverse learning environments. Following Institutional Review Board approval, 56 first-year medical students,…
Descriptors: Physiology, Science Instruction, Thinking Skills, Learner Engagement
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Zoller, Jonathan K.; He, Jianghua; Ballew, Angela T.; Orr, Walter N.; Flynn, Brigid C. – Advances in Physiology Education, 2017
The present study furthered the concept of simulation-based medical education by applying a personalized active learning component. We tested this novel approach utilizing a noninvasive hemodynamic monitor with the capability to measure and display in real time numerous hemodynamic parameters in the exercising participant. Changes in medical…
Descriptors: Active Learning, Simulation, Medical Education, Measurement Equipment
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Casagrand, Janet; Semsar, Katharine – Advances in Physiology Education, 2017
Here we describe a 4-yr course reform and its outcomes. The upper-division neurophysiology course gradually transformed from a traditional lecture in 2004 to a more student-centered course in 2008, through the addition of evidence-based active learning practices, such as deliberate problem-solving practice on homework and peer learning structures,…
Descriptors: Thinking Skills, Curriculum Design, Physiology, Curriculum Development
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Engeroff, Tobias; Fleckenstein, Johannes; Banzer, Winfried – Advances in Physiology Education, 2017
We developed an experiment to help students understand basic regulation of postabsorptive and postprandial glucose metabolism and the availability of energy sources for physical activity in the fed and fasted state. Within a practical session, teams of two or three students (1 subject and 1 or 2 investigators) performed one of three different…
Descriptors: Undergraduate Students, Athletics, Exercise Physiology, Metabolism
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Islam, Mohammed A.; Sabnis, Gauri; Farris, Fred – Advances in Physiology Education, 2017
This paper describes the development, implementation, and students' perceptions of a new trilayer approach of teaching (TLAT). The TLAT model involved blending lecture, in-class group activities, and out-of-class assignments on selected content areas and was implemented initially in a first-year integrated pharmacy course. Course contents were…
Descriptors: Physiology, Pharmacology, Pharmacy, Teaching Methods
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