Journal articles: 'Physiology (medical)'

1

McGurk, Oliver. "Medical PhysiologyMedical Physiology." Nursing Standard 27, no. 26 (February 27, 2013): 28. http://dx.doi.org/10.7748/ns2013.02.27.26.28.b1474.

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Allen, D. G. "Contemporary Medical Physiology." Postgraduate Medical Journal 61, no. 712 (February 1, 1985): 188–89. http://dx.doi.org/10.1136/pgmj.61.712.188-a.

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Iatridis, Panayotis G. "Essential Medical Physiology." JAMA: The Journal of the American Medical Association 267, no. 14 (April 8, 1992): 1975. http://dx.doi.org/10.1001/jama.1992.03480140101046.

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Karasszon, Dénes. "From the “Physiologus” to Physiology." Acta Physiologica Hungarica 100, no. 2 (June 2013): 246–50. http://dx.doi.org/10.1556/aphysiol.100.2013.2.11.

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Moore-Ede, Martin C., and David M. Frim. "Book ReviewContemporary Medical Physiology." New England Journal of Medicine 312, no. 6 (February 7, 1985): 383. http://dx.doi.org/10.1056/nejm198502073120623.

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Iatridis, Panayotis G. "Textbook of Medical Physiology." JAMA: The Journal of the American Medical Association 266, no. 20 (November 27, 1991): 2909. http://dx.doi.org/10.1001/jama.1991.03470200123049.

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Iatridis, Panayotis G. "Textbook of Medical Physiology." JAMA: The Journal of the American Medical Association 257, no. 9 (March 6, 1987): 1247. http://dx.doi.org/10.1001/jama.1987.03390090119042.

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Mishchenko, I. V., O. V. Kokovska, T. M. Zaporozhets, T. A. Sukhomlyn, and A. A. Sukhomlin. "MEDICAL PHYSIOLOGY: ADVANCEMENTS IN TEACHING APPROACHES AT MEDICAL UNIVERSITIES." Актуальні проблеми сучасної медицини: Вісник Української медичної стоматологічної академії 24, no. 1 (March 20, 2024): 188–91. http://dx.doi.org/10.31718/2077-1096.24.1.188.

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This article addresses the pressing issues of training modern medical and dental doctors as well as masters in biology at higher medical institutions, examining contemporary theoretical and practical approaches to integrating medical physiology as a fundamental medical amd biological discipline. It delves into current challenges in teaching physiology within the modern educational landscape, particularly focusing on the Department of Physiology at the Poltava State Medical University. This discipline is delivered by the Department of Physiology for students of the second (Master) level of higher education in the field "Healthcare" and "Biology". Physiology is a cornerstone discipline that fosters interdisciplinary integration in medical education, bridging theoretical knowledge with practical application in clinical settings. Emphasizing a practically oriented teaching principle, the article underscores the pivotal role of physiology in preparing students for clinical practice. The department adopts a comprehensive approach, developing and updating educational materials and manuals, including laboratory work with detailed descriptions of physiological research methods. Highlighting the department's achievements, it mentions their contribution to the first Ukrainian translation of the renowned physiology textbook "Medical Physiology” by Guyton and Hall in two volumes. It concludes by stressing the importance of enhancing the quality of education in medical institutions through continuous improvements in teaching practices, integration of advanced scientific developments and technologies, and the provision of modern educational resources and facilities, particularly in the field of physiology, which serves as the theoretical backbone of clinical medicine.

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McGurk, Simon. "Ganong’s Review of Medical Physiology – 23rd editionGanong’s Review of Medical Physiology – 23rd edition." Nursing Standard 24, no. 20 (January 20, 2010): 30. http://dx.doi.org/10.7748/ns2010.01.24.20.30.b1006.

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Kibble, Jonathan D. "Using the physiology of normal aging as a capstone integration exercise in a medical physiology course." Advances in Physiology Education 45, no. 2 (June 2021): 365–68. http://dx.doi.org/10.1152/advan.00020.2021.

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As the Baby Boomer generation reaches old age, there has been a significant increase in the number of older adults needing healthcare over the past decade. The physiology of aging is therefore a highly relevant topic for the preclinical medical curriculum. I describe a new capstone unit on the physiology of aging, placed at the end a medical physiology course, to provide a vehicle for integration of prior learning about physiology of each individual body system. Students were provided with online self-study modules as preparation for a mandatory small group case-based learning activity. A detailed case of an elderly female patient being assessed for fall risk was provided. Students were required to document a “Review of Systems” predicting decreased system functions due to senescence and to prepare a group concept map illustrating how physiologic deficits contributed to fall risk in the patient. Students successfully completed the activity and reported generally good satisfaction with the experience. The activity was judged an effective tool for students to consolidate prior learning and to apply physiology to an important medical topic. The lesson also provided several opportunities for curriculum integration with cell biology, biochemistry, anatomy, and clinical skills components.

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Pohl, Ulrich. "Physiology: A Networking Medical Science." Physiology 27, no. 2 (April 2012): 54–55. http://dx.doi.org/10.1152/physiol.00008.2012.

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Manji, Rizwan A., Hilary P. Grocott, and Rakesh C. Arora. "Medical Error and “Psycho-Physiology”." Seminars in Thoracic and Cardiovascular Surgery 31, no. 3 (2019): 397–98. http://dx.doi.org/10.1053/j.semtcvs.2019.05.011.

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Derias, Nardin, Stephen Loftus, and Suzan Kamel-ElSayed. "Threshold Concepts in Medical Physiology." FASEB Journal 34, S1 (April 2020): 1. http://dx.doi.org/10.1096/fasebj.2020.34.s1.00286.

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Short, A. H. "Best books in medical physiology." BMJ 311, no. 7009 (September 30, 1995): 885. http://dx.doi.org/10.1136/bmj.311.7009.885.

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Naeraa, Noe. "On physiology for medical students." Medical Education 7, no. 2 (January 29, 2009): 133–34. http://dx.doi.org/10.1111/j.1365-2923.1973.tb02232.x.

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Keatinge, W. R. "On physiology for medical students." Medical Education 7, no. 2 (January 29, 2009): 134. http://dx.doi.org/10.1111/j.1365-2923.1973.tb02233.x.

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NAERAA, NOE. "On physiology for medical students." Medical Education 7, no. 4 (January 29, 2009): 278. http://dx.doi.org/10.1111/j.1365-2923.1973.tb02247.x.

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18

Gray, Sarah D. "Book ReviewTextbook of Medical Physiology." New England Journal of Medicine 316, no. 16 (April 16, 1987): 1031–32. http://dx.doi.org/10.1056/nejm198704163161619.

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19

Bartoszeck, A. B. "Teaching medical physiology in Brazil." Advances in Physiology Education 263, no. 6 (December 1992): S12. http://dx.doi.org/10.1152/advances.1992.263.6.s12.

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An analysis of physiology teaching in Brazil is carried out based on data collected from a questionnaire sent to 78 medical schools. It investigates faculty graduate degrees, time spent on teaching, audiovisual equipment available, evaluation of student performance, books in current use, and areas of research. Local results as compared with those from an international sample have shown a preference for lectures and that large departments are more concerned with research, but changes are underway to introduce computer simulations and modular instruction as a means to improve teaching.

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Bordes, Stephen J., Roni Manyevitch, John D. Huntley, Yun Li, and Ian V. J. Murray. "Medical student misconceptions in cardiovascular physiology." Advances in Physiology Education 45, no. 2 (June 1, 2021): 241–49. http://dx.doi.org/10.1152/advan.00220.2020.

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Students find cardiovascular physiology challenging. Misunderstandings can be due to the nature of the subject, the way it is taught, and prior knowledge, which impede learning of new concepts. Some misunderstood concepts can be corrected with teaching (i.e., preconceptions), whereas others are resistant to instruction (i.e., misconceptions). A set of questions, specifically created by a panel of physiology experts to probe difficult cardiovascular concepts, was used to identify preconceptions, misconceptions, and the effect of education level on question performance. The introductory cardiovascular lecture used in this study was created based on these questions. In-class polling of medical students’ ( n = 736) performance was performed using the Turning-Point clicker response system during lecture instruction. Results were compared with published data from undergraduates ( n = 1,076) who completed the same questions but without prior instruction. To our knowledge, there have been no studies directly comparing performance using the same instrument and large numbers of undergraduate and medical students. A higher education level was associated with increased performance (preconceptions), whereas several concepts resistant to instruction (misconceptions) were identified. Findings suggest that prior knowledge interfered with the acquisition of medical knowledge. Based on these results, potential causes for these misconceptions and remedial teaching suggestions are discussed.

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Sena, Cristina M., and Raquel Seiça. "Teaching muscle physiology to medical students." FASEB Journal 22, S2 (April 2008): 177. http://dx.doi.org/10.1096/fasebj.22.2_supplement.177.

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Fawcett, Josephine N. "Medical-surgical nursing and related physiology." International Journal of Nursing Studies 25, no. 4 (January 1988): 308–9. http://dx.doi.org/10.1016/0020-7489(88)90070-3.

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Tai, Tymon, and Amit Kochhar. "Physiology and Medical Treatments for Alopecia." Facial Plastic Surgery Clinics of North America 28, no. 2 (May 2020): 149–59. http://dx.doi.org/10.1016/j.fsc.2020.01.004.

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Martin, B. J., J. B. Watkins, and J. Ramsey. "Venipuncture in the medical physiology laboratory." Advances in Physiology Education 274, no. 6 (June 1998): S62. http://dx.doi.org/10.1152/advances.1998.274.6.s62.

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Medical physiology laboratories, traditionally devoted to animal experimentation, face unprecedented difficulties linked to cost, staffing, instrumentation, and the use of animals. At the same time, laboratory experiences with living creatures play a unique role in medical education. In this article we describe the use of venipuncture and subsequent blood analysis, with medical students serving as both subjects and experimenters, in a sequence of first-year physiology laboratories. These experiments are safe, robust, inexpensive, and time efficient, and they teach the principles of cardiovascular, respiratory, renal, nutritional, and gastrointestinal physiology. In addition, they enhance medical education in several other important dimensions. First, they teach safe venous blood collection and handling, a training appropriate for students at this level. Second, by serving each week as subjects as well as experimenters, students experience aspects of both sides of the doctor-patient relationship. Third, the laboratories can be used to teach fundamentals of research design and analysis. Finally, because blood analysis is central to medicine, and because the student's own blood data are discussed, students are enthusiastic and cooperative, and the clinical relevance of the data is clear.

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25

Klayton, Ronald J. "Review of Medical Physiology, Fourteenth Edition." Military Medicine 156, no. 6 (June 1, 1991): A25. http://dx.doi.org/10.1093/milmed/156.6.a25a.

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26

Shokr, Elsayed. "INTRODUCTION TO HUMAN PHYSIOLOGY FOR MEDICAL STUDENTS." JOURNAL OF ADVANCES IN CHEMISTRY 12, no. 3 (February 16, 2016): 4064–166. http://dx.doi.org/10.24297/jac.v12i3.2161.

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With recent advances in the fielded of human physiology, it has become urgent to provide an up to date review in the subject of human physiology.This book to help medical student in understanding modern human physiology. It presents the whole subject in brief comprehensive and up to date form.I hope this book will be a real help to undergraduate medical students, as well as to postgraduate and candidates of higher degree, in the field of human physiology.

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27

Tipton, Charles M. "The emergence of Applied Physiology within the discipline of Physiology." Journal of Applied Physiology 121, no. 2 (August 1, 2016): 401–14. http://dx.doi.org/10.1152/japplphysiol.00767.2015.

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Despite the availability and utilization of the physiology textbooks authored by Albrecht von Haller during the 18th century that heralded the modern age of physiology, not all physicians or physiologists were satisfied with its presentation, contents, or application to medicine. Initial reasons were fundamental disagreements between the “mechanists,” represented by Boerhaave, Robinson, and von Haller, and the “vitalists,” represented by the faculty and graduates of the Montpellier School of Medicine in France, notably, Bordeu and Barthez. Subsequently, objections originated from Europe, United Kingdom, and the United States in publications that focused not only on the teaching of physiology to medical and secondary students, but on the specific applications of the content of physiology to medicine, health, hygiene, pathology, and chronic diseases. At the turn of the 20th century, texts began to appear with applied physiology in their titles and in 1926, physician Samson Wright published a textbook entitled Applied Physiology that was intended for both medical students and the medical profession. Eleven years later, physicians Best and Taylor published The Physiological Basis of Medical Practice: A University of Toronto Texbook in Applied Physiology. Although both sets of authors defined the connection between applied physiology and physiology, they failed to define the areas of physiology that were included within applied physiology. This was accomplished by the American Physiological Society (APS) Publications Committee in 1948 with the publication of the Journal of Appplied Physiology, that stated the word “applied” would broadly denote human physiology whereas the terms stress and environment would broadly include work, exercise, plus industrial, climatic and social factors. NIH established a study section (SS) devoted to applied physiology in 1964 which remained active until 2001 when it became amalgamated into other SSs. Before the end of the 20th century when departments were changing their titles to reflect a stronger science orientation, many established laboratories and offered degree programs devoted to Applied Physiology. We concluded that Applied Physiology has been an important contributor to the discipline of physiology while becoming an integral component of APS.

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Fassih, Shayan, and Katya Marks. "Virtual physiology laboratories: a medical student’s perspective." Advances in Physiology Education 45, no. 4 (December 1, 2021): 749. http://dx.doi.org/10.1152/advan.00137.2021.

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Khonsary, SeyedAli. "Guyton and Hall: Textbook of Medical Physiology." Surgical Neurology International 8, no. 1 (2017): 275. http://dx.doi.org/10.4103/sni.sni_327_17.

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Hester, R. L., W. Pruett, J. Clemmer, and A. Ruckdeschel. "Simulation of integrative physiology for medical education." Morphologie 103, no. 343 (December 2019): 187–93. http://dx.doi.org/10.1016/j.morpho.2019.09.004.

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Morgan, Willoughby. "Working as a medical demonstrator in physiology." BMJ 330, no. 7506 (June 25, 2005): s260—s261. http://dx.doi.org/10.1136/bmj.330.7506.s260.

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Palmer, Anthony M. "Watson's Medical-Surgical Nursing and Related Physiology." Journal of Advanced Nursing 18, no. 7 (July 1993): 1162. http://dx.doi.org/10.1046/j.1365-2648.1993.180711599.x.

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Demir, Enver Ahmet, Okan Tutuk, Hatice Dogan, Duygu Egeli, and Cemil Tumer. "Lecture attendance improves success in medical physiology." Advances in Physiology Education 41, no. 4 (December 1, 2017): 599–603. http://dx.doi.org/10.1152/advan.00119.2017.

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The educators have underlined the importance of lecture attendance for decades. Nowadays, students have ample online educational sources, which began a debate on the necessity of in-class lectures. In the present study, we investigated the influence of lecture attendance on the exam success. To this aim, we adopted a novel approach and matched second-year medicine students’ answers in three interim exams with the lectures related to those questions. Thereby, we were able to evaluate if attending lectures increases the chance of giving a correct answer to the exam question generated from the attended lecture. Furthermore, we examined students who had never taken the course before (first-time takers) and students who had failed and repeated the course (repeat takers) separately, since repeat takers may have attended a lecture previously. We found that first-time takers attended more lectures and gained higher total scores than repeat takers. Lecture-matched correct answers were significantly higher for attended lectures than for skipped lectures in all interim exams. Moreover, the correlation analyses revealed that the number of correct answers increases by lecture attendance in both first-time and repeat takers. These results indicate that in-class lectures still should be considered as an essential part of the medical physiology education, even in the internet era.

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Bell, Floyd E., L. Britt Wilson, and Richard A. Hoppmann. "Using ultrasound to teach medical students cardiac physiology." Advances in Physiology Education 39, no. 4 (December 2015): 392–96. http://dx.doi.org/10.1152/advan.00123.2015.

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Ultrasound is being incorporated more into undergraduate medical education. Studies have shown that medical students have positive perceptions about the value of ultrasound in teaching courses like anatomy and physiology. The purpose of the present study was to provide objective evidence of whether ultrasound helps students learn cardiac physiology. In this study, 20 medical students took a pretest to assess their background knowledge of cardiac physiology. Next, they acquired ultrasound video loops of the heart. Faculty members taught them nonelectrical aspects of cardiac physiology using those loops. Finally, students took a posttest to evaluate for improvements in their knowledge. Students also completed an anonymous questionnaire about their experience. The mean pretest score was 4.8 of 9 (53.3%). The mean posttest score was 7.35 of 9 (81.7%). The mean difference was significant at P < 0.0001. Student feedback was very positive about the ultrasound laboratory. Ninety-five percent of the students agreed or strongly agreed that the ultrasound laboratory was a valuable teaching tool and that it improved their understanding of cardiac physiology. All students agreed or strongly agreed the laboratory was helpful from a visual learning standpoint. A hands-on ultrasound laboratory can indeed help medical students learn the nonelectrical components of cardiac physiology.

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Savchuk, Tetiana, and Ivanna Tymofiichuk. "Teaching physiology to students of medical psychology faculty in medical university." Current issues of social sciences and history of medicine 30, no. 2 (May 13, 2021): 104–6. http://dx.doi.org/10.24061/2411-6181.2.2021.279.

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The article discusses the features of teaching physiology to students medical universities specializing in "Medical Psychology". From a future doctor - a medical psychologist is needed solid theoretical training in one of the most difficult areas of medicine - neurology and psychiatry. It is with the second year, in physiology lessons, the development of theoretical material begins and the foundations of clinical thinking is necessary already in senior courses, on an internship for successful mastering of knowledge. Medical psychology studies the psychological aspects of a doctor's activities and patient behavior. He studies the mental manifestations of diseases, the role of the psyche in their emergence, course, treatment, as well as in strengthening human health. Relevance of scientific research. The links between psychology and medicine are so close that for psychologists working in this field, medical knowledge is absolutely essential. At the same time, doctors are increasingly aware of the need for psychological knowledge for successful medical work. So, medical psychology is an area of scientific knowledge and an area practical work, which applies equally to medicine and psychology. When developing problemsmedical psychology combines the efforts of psychologists, physiologists and doctors. Relevance of medical psychology is determined by the basic position of medicine that the doctor should treat not the disease, but the patient. Conclusions. Special attention to the teachers of the department is paid to the development of practical skills for solving situational problems, the acquisition skills of checking reflex activity, measuring reflex time. Solving situational problems poses a problem for the future doctor, to teach the student to think clinically and at the same time gives excellent theoretical training.

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Adi, Ahmad H., and Hani J. Alturkmani. "Physiologically lucky: the role of medical physiology in modern medical education." Perspectives on Medical Education 2, no. 2 (February 20, 2013): 99–103. http://dx.doi.org/10.1007/s40037-013-0044-5.

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Shokr, Elsayed. "Practical Physiology Power Lab. Experiments For Medical Students." JOURNAL OF ADVANCES IN CHEMISTRY 12, no. 3 (February 16, 2016): 4167–223. http://dx.doi.org/10.24297/jac.v12i3.2162.

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With recent advances in the fielded of human physiology, it has become urgent to provide an up to date review in the subject of Power Lab instrument.This book to help medical student in understanding the human physiology and how to measure the all physiological parameters with the Power Lab instrument. It presents the whole subject in brief comprehensive and up to date form.We hope this book will be a real help to undergraduate medical students, as well as to postgraduate and candidates of higher degree, in the field of human physiology

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38

SNAITH, M. L. "MUSCLE PHYSIOLOGY." Rheumatology 25, no. 4 (1986): 404–5. http://dx.doi.org/10.1093/rheumatology/25.4.404.

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Zinchuk, V. V., L. V. Dorokhina, E. S. Biletskaya, and T. L. Stepuro. "INNOVATIVE TECHNOLOGIES OF TEACHING PHYSIOLOGY." Journal of the Grodno State Medical University 20, no. 6 (December 30, 2022): 661–66. http://dx.doi.org/10.25298/2221-8785-2022-20-6-661-666.

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The use of innovative technologies for teaching the discipline of Normal Physiology to students of various faculties of the Medical University is discussed. Examples of the organization of training in this subject by students of the first step of education of medical universities using various creative approaches are given. The importance of using these methods for the formation of student motivations in the development of medical and biological subjects is emphasized.

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Wilson, Thad E., Minal Mulye, and Samina Akbar. "Opportunistic physiology: inserting physiology and pathophysiology content into virtually delivered clinical rotations." Advances in Physiology Education 44, no. 4 (December 1, 2020): 545–49. http://dx.doi.org/10.1152/advan.00113.2020.

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It is important to reinforce physiology and pathophysiology concepts during clinical rotations, which traditionally occur after the foundational sciences in the US medical school system. We took an opportunistic approach when the COVID-19 pandemic forced our content into virtual delivery mode, as clinical medical education required a shift to nonpatient contact. We describe our experience in building a 2-wk course that consisted of online small groups during week 1 and panels and cases during week 2. The physiology content involved faculty-vetted resources, along with both discrete and open-ended focus questions for each learning objective. The course also included mechanical ventilation, and the physiologist utilized discussion points and developed a formative quiz to emphasize the physiology correlates, in addition to the very clinical aspects of mechanical ventilation. There were pathophysiology opportunities with pneumonia, acute respiratory distress syndrome, systemic inflammatory response syndrome, and multiple-organ system dysfunction among the clinical correlates. Review and recall of the foundational sciences occurred, allowing links between the pre-clerkship and clerkship years that were previously undiscovered in our institution. This virtually delivered medical curriculum related to severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2) and COVID-19 is timely, carries high student interest, and can benefit medical students and the communities they serve.

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Abram, Sean R., Benjamin L. Hodnett, Richard L. Summers, Thomas G. Coleman, and Robert L. Hester. "Quantitative Circulatory Physiology: an integrative mathematical model of human physiology for medical education." Advances in Physiology Education 31, no. 2 (June 2007): 202–10. http://dx.doi.org/10.1152/advan.00114.2006.

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We have developed Quantitative Circulatory Physiology (QCP), a mathematical model of integrative human physiology containing over 4,000 variables of biological interactions. This model provides a teaching environment that mimics clinical problems encountered in the practice of medicine. The model structure is based on documented physiological responses within peer-reviewed literature and serves as a dynamic compendium of physiological knowledge. The model is solved using a desktop, Windows-based program, allowing students to calculate time-dependent solutions and interactively alter over 750 parameters that modify physiological function. The model can be used to understand proposed mechanisms of physiological function and the interactions among physiological variables that may not be otherwise intuitively evident. In addition to open-ended or unstructured simulations, we have developed 30 physiological simulations, including heart failure, anemia, diabetes, and hemorrhage. Additional stimulations include 29 patients in which students are challenged to diagnose the pathophysiology based on their understanding of integrative physiology. In summary, QCP allows students to examine, integrate, and understand a host of physiological factors without causing harm to patients. This model is available as a free download for Windows computers at http://physiology.umc.edu/themodelingworkshop .

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Allen, D. G. "Notebook of Medical Physiology: Endocrinology with Aspects of Maternal, Fetal and Neonatal Physiology." Postgraduate Medical Journal 61, no. 716 (June 1, 1985): 557–58. http://dx.doi.org/10.1136/pgmj.61.716.557-b.

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Anders, Michael E., Jasna Vuk, and Sung W. Rhee. "Interactive retrieval practice in renal physiology improves performance on customized National Board of Medical Examiners examination of medical students." Advances in Physiology Education 46, no. 1 (March 1, 2022): 35–40. http://dx.doi.org/10.1152/advan.00118.2021.

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Retrieval practice improves long-term retention. Use of interactive retrieval practice in large group, in-person and online live classes, in combination with outside resources, is unreported for medical physiology classes. The primary study purpose was to compare student cohorts’ performance with or without retrieval practice in renal physiology classes, relative to the national average on customized national examinations in renal physiology, nonphysiology, and all questions. The secondary purpose was to examine the students’ educational experience. For the primary purpose, we used a nonequivalent group, posttest-only design. For the secondary purpose, we used cross-sectional and qualitative designs. We analyzed examination results of 684 students in four academic years. For renal physiology questions, students performed significantly better in years with retrieval practice compared with years without it ( P < 0.001). There was no change in nonphysiology scores over the four years. Performance in all questions, too, significantly improved ( P < 0.001). A large majority (86%) of students indicated retrieval practice helped them learn renal physiology. Student ratings of quality in online classes, which featured interactive retrieval practice, were higher than that of in-person classes ( P < 0.001). Qualitative analysis revealed students found interactive retrieval practice, scaffolding, outside resources, and the instructor’s teaching style helpful. Educators in medical physiology classes can use our findings to implement interactive retrieval practice.

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Nelson, David P., Steven M. Schwartz, and Anthony C. Chang. "Neonatal physiology of the functionally univentricular heart." Cardiology in the Young 14, S1 (February 2004): 52–60. http://dx.doi.org/10.1017/s1047951104006304.

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The term “functionally single ventricle” includes a variety of congenital cardiac anomalies where there is only one ventricle pumping blood to the systemic and pulmonary circulations. The physiology in this arrangement is a considerable challenge for the cardiac specialist, because the complexity encountered in patients with these lesions necessitates particularly specialized medical and surgical management. Patients with such functionally univentricular physiology often respond to common interventions, such as supplemental oxygen, mechanical ventilation, and vasoactive drugs, differently than patients with conventional circulations.1 Furthermore, these patients tend to be encountered more frequently by pediatricians and cardiologists because they undergo multiple operations, may be more adversely affected by intercurrent illnesses, or have chronic cardiac problems requiring frequent attention. A thorough understanding of the complexities of the physiology encountered is thus imperative for the pediatric cardiologist. In this review, we will address important physiologic and anatomic principles that influence care of neonates with functionally univentricular hearts. Although the anatomy and physiology of each reconstructive stage of palliation are unique, we will focus upon the pre- and post-operative physiology as encountered in the neonate.

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Saberi, Shadan, Majid Askaripour, Hamideh Afzali, and Mohammad Khaksari. "Educational Tips for Students and Physiology Instructors Regarding Reabsorption of Kidney’s Proximal Tubule and Autoregulation: Different Perspectives of Medical and Postgraduate Students." Journal of Kerman University of Medical Sciences 29, no. 6 (December 31, 2022): 586–92. http://dx.doi.org/10.34172/jkmu.2022.73.

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The authors opinions in physiology books are different on some issues, and this mixes up the readers. The purpose of this article is to clarify the differences between two examples in renal physiology (the autoregulation and the reabsorption of the materials in the proximal tubule) to help better understand; therefore, this paper is especially beneficial for medical students. The latest editions of several physiology books are used in this study including Brenner and Rector›s "The Kidney", Seldin and Giebisch’s "The Kidney Physiology and Pathophysiology", Koeppen Stanton›s "Renal Physiology", Vander’s "Renal Physiology", Boron’s "Medical Physiology", Ganong’s "Review of Medical Physiology", Rose’s "Clinical Physiology of Acid-Base and Electrolyte Disorders", "Renal Pathophysiology: the Essentials" by Rennke and Denker, "Color Atlas of Physiology", "Renal Physiology: a Clinical Approach", and "Medical Physiology" by Guyton. It is concluded that the two above-said methods, in general, adopt similar approaches. However, there are some differences in terms of details that are explained and clarified in this study.

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Han, Jin, Darrell Neufer, and Henriette Pilegaard. "Exercise: from physiology to bedside to physiology." Pflügers Archiv - European Journal of Physiology 472, no. 2 (February 2020): 135. http://dx.doi.org/10.1007/s00424-020-02358-5.

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Mann, Klaus, and Michael Sohn. "Spontaneous Nocturnal Erections - Physiology and Clinical Applications. Spontane nachtliche Erektionen - Physiologie und klinische Anwendungen." Somnologie 9, no. 3 (August 2005): 119–26. http://dx.doi.org/10.1111/j.1439-054x.2005.00057.x.

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Anyaehie, U. S. B., E. Nwobodo, G. Oze, U. I. Nwagha, I. Orizu, T. Okeke, and G. E. Anyanwu. "Medical students' evaluation of physiology learning environments in two Nigerian medical schools." Advances in Physiology Education 35, no. 2 (June 2011): 146–48. http://dx.doi.org/10.1152/advan.00106.2010.

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The expansion of biomedical knowledge and the pursuit of more meaningful learning have led to world-wide evidence-based innovative changes in medical education and curricula. The recent emphasis on problem-based learning (PBL) and student-centred learning environments are, however, not being implemented in Nigerian medical schools. Traditional didactic lectures thus predominate, and learning is further constrained by funding gaps, poor infrastructure, and increasing class sizes. We reviewed medical students' perceptions of their exposed learning environment to determine preferences, shortcomings, and prescriptions for improvements. The results confirm declining interest in didactic lectures and practical sessions with preferences for peer-tutored discussion classes, which were considered more interactive and interesting. This study recommends more emphasis on student-centered learning with alternatives to passive lecture formats and repetitive cookbook practical sessions. The institutionalization of student feedback processes in Nigerian medical schools is also highly recommended.

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Fyrenius, Anna, Charlotte Silén, and Staffan Wirell. "Students’ conceptions of underlying principles in medical physiology: an interview study of medical students’ understanding in a PBL curriculum." Advances in Physiology Education 31, no. 4 (December 2007): 364–69. http://dx.doi.org/10.1152/advan.00108.2006.

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Medical physiology is known to be a complex area where students develop significant errors in conceptual understanding. Students’ knowledge is often bound to situational descriptions rather than underlying principles. This study explores how medical students discern and process underlying principles in physiology. Indepth interviews, where students elaborated on principles related to blood pressure and blood pressure regulation, were carried out with 16 medical students in a problem-based learning curriculum. A qualitative, phenomenographic approach was used, and interviews were audiotaped, transcribed, qualitatively analyzed, and categorized. Four categories were outlined. The underlying principles were conceived as follows: 1) general conditions for body function at a specified time point, 2) transferable phenomena between organ systems and time points, 3) conditionally transferable phenomena between organ systems and time points, and 4) cognitive constructions of limited value in medical physiology. The results offers insights into students’ thinking about underlying principles in physiology and suggest how understanding can be challenged to stimulate deep-level processing of underlying principles rather than situational descriptions of physiology. A complex conception of underlying principles includes an ability to problemize phenomena beyond long causal reasoning chains, which is often rewarded in traditional examinations and tests. Keywords for problemized processing are as follows: comparisons, differences, similarities, conditions, context, relevance, multiple sampling, connections, and dependencies.

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Kaur, Manjinder, Naren Kurmi, Sangita Chauhan, Anish Singhal, Suman Sharma, and Saroj Chaudhary. "Blueprinting for assessment in undergraduate medical physiology curriculum." Indian Journal of Physiology and Pharmacology 65 (June 2, 2021): 60–65. http://dx.doi.org/10.25259/ijpp_183_2020.

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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.

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Journal articles on the topic 'Physiology (medical)'

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