Concepts In Medical Physiology
Angelique Syria
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Purpose: There are increasing calls for planetary health (which includes sustainable healthcare) to be included in tertiary health professions education. With already busy curricula, particularly in medicine, educators need to find innovative ways of integrating these important concepts without adding to learners' workload. This study investigated whether planetary health concepts could be integrated into a Physiology subject as a stop-gap approach while longitudinal planning for longitudinal curriculum integration was underway.
Materials and methods: Each week, a planetary health fact (Did you know?) with a corresponding link were embedded at the bottom of a relevant PowerPoint lecture slide to match the topic of the week in a health science and medicine Physiology subject. The embedded facts were a mix of effects on health and the environmental impacts of healthcare activities, such as medical imaging. No other formal planetary health teaching was conducted in the subject. At the end of the semester, 44% of 100 students completed a survey regarding their perceptions of the planetary health inclusions.
Results: Participants reported an appreciation of the facts, found them helpful for their overall learning, and were interested in learning about healthcare's large environmental footprint. Seventy-one percent were able to provide a reasonable definition of planetary health. Half of the participants reported their actions, behaviours, and thoughts had changed as a result of the planetary health inclusions.
Conclusions: This study provides a relatively simple approach for individual educators to include planetary health concepts into existing health professions subjects until more longitudinal curriculum revisions can be undertaken. Based on our findings, we would, however, recommend providing students with a brief introduction in terms of why planetary health has been included either at the start of the first lecture or as a 10-min video.
This course requires a BA or BS and a strong science foundation with at least 5 full semester courses related to biology, chemistry and/or physics. A minimum undergraduate GPA = 2.0 is required for admission.
Physiology is the science of how the body functions and is the basis for understanding modern clinical medicine and the biomedical sciences. This course will provide 1) a foundational understanding of the basic functions of the human body; 2) knowledge of the physiology of the major systems: endocrine, gastrointestinal, cardiovascular and muscle, respiratory and renal physiology, as well as selected diseases that affect these systems; 3) integration of these individual facts in order to understand how organ systems work independently and interdependently in the body. One example of this integration is in the control of acid base balance. Other examples covered in this course are in the integrated responses to pregnancy and exercise as well as patho-physiologic responses to aging.
Core concepts are big ideas that provide a framework for understanding a discipline and facilitate application of knowledge to learn new content. The core physiology concepts are a set of 14 topics, designed and heavily vetted by physiology educators, that are applicable across all physiological systems. The core physiology concepts can be used, in full or in part, to organize physiology content at any level. At the completion of this interactive learning module, participants should be able to:
Define the Core Concepts of Physiology and Determine Which Are Appropriate for Your Course
Find the definitions of the core physiology concepts, understand how they were developed and consider which may be best used in a course.
Putting the Guidelines to Work: Moving from Undergraduate Physiology Curricular Guidelines to Program Development and Improvement
Johnson K.M.S., Advances in Physiology Education, 2020
A New Assessment to Monitor Student Performance in Introductory Neurophysiology: Electrochemical Gradients Assessment Device
Cerchiara J.A., et al., Advances in Physiology Education, 2019
Written through a collaboration of expert faculty and medical students from Harvard Medical School, this innovative text delivers a straightforward and clear overview of the major principles, agents, and processes governing human physiology. Emphasis is on understanding the higher-order processes in each organ system. Concepts in Medical Physiology avoids long lists of unprioritized information and undefined jargon by presenting fresh concept diagrams and figures alongside clear explanations of quantitative concepts. It can function equally well as a primary resource or as a review. Eight major sections, comprising a total of 36 chapters, cover general principles, muscle and bone, blood and the immune system, cardiovascular physiology, pulmonary physiology, renal physiology, gastrointestinal physiology, and endocrine physiology.
The 12th edition of Guyton and Hall Textbook of Medical Physiology continues this bestselling title's long tradition as one of the world's favorite physiology textbooks. The immense success of this book is due to its description of complex physiologic principles in language that is easy to read and understand. Now with an improved color art program, thorough updates reflecting today's medicine and science, this textbook is an excellent source for mastering essential human physiology knowledge.
See core concepts applied to real-life situations with clinical vignettes throughout the text. Discover the newest in physiology with updates that reflect the latest advances in molecular biology, cardiovascular, neurophysiology and gastrointestinal topics. Visualize physiologic principles clearly with over 1000 bold, full-color drawings and diagrams. Distinguish core concepts from more in-depth material with a layout that uses gray shading to clearly differentiate between "need-to-know" and "nice-to-know" information.
Thieme Test Prep for the USMLE: Medical Physiology is the choice of medical students... ...The major test-prep resources do not focus on these subjects in detail. A question bank...would be beneficial to those who struggle with these as an additional resource for studying... - Ethan Young (Fourth-year medical student, University of South Dakota, Sanford School of Medicine) ...Very well written in step 1 format, with very good explanations-which is one of the most helpful parts of a prep question set... Succinct but comprehensive in helping me to understand more about each of the other answers listed (and easy for me to see why they are wrong). e" Chris Moser (Third-year medical student, Alabama College of Osteopathic Medicine) Thieme Test Prep for the USMLE: Medical Physiology from Gabi Waite and Maria Sheakley transforms high-yield concepts into challenging multiple choice questions organized by body system. Readers will learn how to synthesize, integrate, and apply physiological concepts to clinical situations in a format mirroring the USMLE exam. Key Highlights More than 750 USMLE-style multiple choice questions on physiology and pathophysiology, categorized as easy, moderate, and difficult, with detailed explanations Questions begin with a clinical vignette and approximately 20% are image-based, mirroring the USMLE-format. Every question tagged by organ system, difficulty level, disease, and normal, abnormal or therapeutic process, enabling electronic format question sorting This essential resource will help you assess your knowledge and fully prepare for board examinations.
A refutation text for the misconception that blood slows down at a vessel narrowing states: Many people think that the velocity of blood decreases when it enters a constricted section of a vessel, just like cars slow down when the road narrows, (i.e. misconception) but this notion is false since blood, being a liquid, cannot be compressed (i.e. refutation). The velocity of blood actually increases because the same blood volume has to pass through a smaller cross-section in the same time frame (i.e. correct answer).
This study protocol was approved by the Leiden University Medical Center Educational Research Review Board (ERRB), reference number: OEC/ERRB/20171010/2. Students provided written informed consent to use their responses for scientific analysis and publication. They received no additional credit and they were informed that all data would be anonymised and test performance had no effect on their course grade. They could withdraw their permission at any time.
IBM SPSS Statistics Version 23.0 (IBM Corp., Armonk, New York, USA) and GraphPad Prism Version 7.02 (GraphPad Software, La Jolla, California, USA) were used for all data analyses and visualizations. Descriptive statistics are provided as means and standard errors of the mean, unless otherwise mentioned. Only answers that consisted of a correct initial answer and a correct explanation were marked correct. Dependent samples t-tests were performed, for Refutation text and Standard text groups separately, to determine whether there was a difference in pre-test versus post-test scores.
Multiple linear regression analysis was used to determine main and interactive effects of response, stage and group on confidence*, see Table 3. Response and stage were significant predictors. The significant interaction effect between response and stage indicates that the difference in confidence* between incorrect and correct answers (i.e. the response effect) was significantly higher post-intervention than pre-intervention. This interaction effect, however, was not significantly different between the groups, as indicated by the lack of significance for the response-stage-group interaction term.
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