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关键词： 动物生理学   实验教学   教学改革  

摘要： 从培养学生创新能力的角度,探讨了"动物生理学实验"独立设课的重要性,论述了在"动物生理学实验"课程定位、内容设计、技能训练的构建以及课程学习效果的评价等方面开展的研究与实践,提出了强化实验教学的若干要点和可操作性方案。

关键词： 《人体解剖生理学》   教学改革  

摘要： 针对《人体解剖生理学》缩减课时,内容又较难的现状,提出了一些教学改革措施,使得在保证完成教学任务的情况下,而不影响教学质量。

关键词： SCIENTIFIC experimentation   PHYSIOLOGY education   HIGHER education   ANIMAL experimentation   MEDICAL research  

摘要： In the post-genomic era, there is a need for training in systems-level physiology and analysis procedures (as evidenced by the numerous PAs and RFAs released by the NIH). The only way to train students in systems-level physiology is to provide them with hands-on experience involving the use of animals. We have designed and implemented a graduate course that introduces students to experimental techniques used in systems physiology and analysis, with emphasis placed on the use of animals in biomedical research and the measurement of physiological variables. The course consists of a series of lectures and laboratory exercises, the later of which provide the students with a hands-on opportunity to use animal models (rodents) for measurement of physiological variables related to cardiovascular, respiratory, neural, and renal physiology. The lecture series covers (1) rules and regulations governing the use of animals in biomedical research, (2) principles of anesthesia, analgesia, and euthanasia, (3) animal models and their use, (4) principles and methods of physiological data recording, and (5) data acquisition and signal processing. The hands-on laboratory exercises include (1) animal handling and restraint, (2) blood and tissue collection procedures for in vitro assays (3) basic surgical techniques (e.g., cannulation of artery, vein, and trachea, nerve isolation), and (4) measurement and analysis of arterial blood pressure, heart rate, neural signals, and blood flow. The students acquire not only the basic knowledge and skills needed for the conduct of research in systems-level physiology, but also gain confidence in their abilities. [ABSTRACT FROM AUTHOR]

关键词： INQUIRY-based learning   PHYSIOLOGY education   COMPUTER engineering   EDUCATIONAL tests & measurements   EDUCATIONAL evaluation  

摘要： Acquisition of computer technology has enabled us to implement inquiry-based learning in our non-majors Human Anatomy and Physiology (A & P) and majors physiology laboratories to improve understanding of physiology principles (goal 1), to develop scientific inquiry skills (goal 2), and to engage students in creative and critical thinking (goal 3). Assessment consists of oral presentations of experiments designed and implemented by students, pre- and post-course surveys, and written exams. Student performance in A & P oral presentations is excellent, with students scoring on average 90%. Post-course surveys indicate a 97, 92, and 88% perception of attainment of goals 1, 2 and 3, respectively. Exam results indicate that exam questions are answered correctly for each goal (1, 2 and 3, respectively) by an average of 68, 75 and 77% of students (across multiple exams and multiple item formats). Analysis of these data has led us to modify the written exams to include more questions that challenge the students' understanding of physiological principles (goal 1) and the scientific approach (goal 2) and to standardize the exam content and grading process used by individual instructors. Continuous assessment ensures revision and improvement of the curriculum, leading to more effective incorporation of physiology content and inquiry process skills designed to enhance student learning. [ABSTRACT FROM AUTHOR]

关键词： CHROMATOPHORES   ANIMAL coloration   PHYSIOLOGY education   EDUCATION research   GROUP work in research  

摘要： A new investigative physiology laboratory course was adopted for biology majors a few years ago. It is a 2-credit, stand-alone, and research-based course. Physiological color change in lower vertebrates was chosen for the main theme of the class research. Two major accomplishments of this newly developed lab course were 1) students seemed more actively engaged in most experiments, and 2) ownership was tangibly exhibited in their group research projects. One of the challenges we faced, however, was the quality of the student research projects, which seemed bit superficial and less scientific in analysis and in writing. In addition, the workload was too extensive for one instructor to evaluate students' progress on a weekly basis and mentor up to 8 group research projects per semester, in the following study, we explored some ways to improve these aspects of a research-based laboratory instruction. First, the semester began with three prescribed lab exercises, which provided an overview on chromatophores and color changes in animals. Second, more structured guide was used as they develop a research proposal. Third, more time was given for conducting experiments. Finally, undergraduate students were recruited to co-mentor group research projects. The student research projects evolved to be more specific and thorough, and team teaching with peer mentors appears to be crucial to this upgrade in research-based laboratory instruction. [ABSTRACT FROM AUTHOR]

关键词： COLLEGE students   EXPERIMENTAL methods in education   PHYSIOLOGY education   HIGHER education   ACTIVE learning  

摘要： Science classes typically include laboratory exercises with the intent of providing complimentary active learning opportunities in conjunction with lectures. Involving students in the subject material improves student comprehension of complex scientific concepts. The goals of these laboratory exercises are to not only help students comprehend and internalize class material, but also improve critical thinking skills. Traditionally, laboratory activities are created by the instructor in advance. This format of laboratory activities may be beneficial; however, the pre-made laboratory activities may not be the most effective active learning approach. Alternatively, we hypothesize that having students design one's own laboratory activity enhances learning and retention of complex concepts relative to students who only perform the lab. In order to test this hypothesis undergraduate research student were asked to design, and create two undergraduate physiology laboratories: a lab studying the mean electrical axis of the heart using the ECG; the other lab studying pulmonary function using a spirometer. A quiz assessing basic, intermediate, and advanced knowledge was given to research students before and six months after completing the laboratory designs. Similarly, human physiology students also took the pre- and post-quizzes. However, the post-quiz assessment occurred one week after completing the labs. Overall, the students who were not taking human physiology but designed labs scored 13% higher than the students who only performed the research student generated labs. [ABSTRACT FROM AUTHOR]

关键词： ACID-base chemistry   PHYSIOLOGY   LABORATORIES   HYDROGEN-ion concentration   CYCLING   HYPERVENTILATION   STUDY & teaching  

摘要： Acid/base homeostasis is one of the most difficult of the subdiciplines of physiology for medical students to master. We therefore wanted to develop a lab exercise in acid-base physiology that will provide the students with unambiguous and reproducible data. The lab excercise consisted of two experiments: 1. Interval exercise (on exercise bike) and 2. Maximal voluntary ventilation. The students were required to complete a lab report containing a thorough analysis of the results from experiment 1 and 2. Average results after all-out interval bicycling changed [H[+]] from 37 ± 1.5 nM (pH ≈ 7.43) to 62.2 ± 7.6 nM (pH ≈ 7.21; P<0.001, n=56) and changed [HCO[3][-]] from 23.8 ± 1.6 mM to 13.0 ± 2.3 mM; P<0.001, n=56. Average results after voluntary hyperventilation changed [H[+]] from 37 ± 1.5 mM (pH ≈ 7.43) to 27.3 ≈ 3.0 nM (pH ≈ 7.56; P<0.001, n=56) together with a decrease in P[CO2] (from 36.9 ± 3.0 mmHg to 23.7 ± 4.2 mmHg, P<0.001, n=56. All results obtained were consistent and not one single group failed to reach the right acid-base diagnosis. The lab exercise described here, provided all the students with unambiguous results. This in turn, was reflected in their lab reports, which were all of a very high standard. In summary, this lab exercise has been a large improvement in teaching acid/base physiology. [ABSTRACT FROM AUTHOR]

关键词： 生理学   医学教育   职业素质  

摘要： 在生理学教学中教师不仅要更新教学理念,为学生树立现代医学观,而且要注重教书育人,加强医学生职业素质教育,将疾病的变化与社会心理因素的关系、基础知识与医疗实践紧密联系起来,使学生在基础知识学习中融入高度的社会责任感和爱心奉献精神,最终培养出高素质的实用型医学人材。

关键词： 生理学   第二课堂   创新   素质培养  

摘要： 在相应教学制度的保证下，通过在医学生中采用“知识拓展型第二课堂”和“科研型第二课堂”两种生理学第二课堂活动，增加了医学生学习生理学的兴趣和动力，提高了医学生查阅文献、撰写综述和科研论文以及解决生理学科学研究中实际问题的能力，对于医学生的创新素质和能力培养是有益的尝试。

关键词： 生理学   实验教学   创新能力  

摘要： 大学生创新的潜能需要挖掘和培养,生理学实验教学是很重要的一个环节。通过生理学实验教学探讨如何在教学中,激发学生的学习兴趣,提高学生分析和解决问题的能力,培养学生的创新意识和创新精神,提高学生创造性思维的能力。