Integrating medical ethics into the physiology teaching-learning program has been largely unexplored in India. The objective of this exercise was to introduce an interactive and integrated ethics program into the Physiology course of first-year medical students and to evaluate their perceptions. Sixty medical students (30 men, 30 women) underwent 11 sessions over a 7-mo period. Two of the Physi...

Physiologists are currently faced with a spectrum of challenging questions related to education. The broad questions of what should be taught at various levels (e.g., secondary, college, professional), who should do the teaching, and how can we maximize learning by students at various levels encompass a variety of issues that are impacted by both scientific and social factors. What constitutes ...

Our project for the problem based learning (PBL) of Neurophysiology through the WebCT platform 6.2 Complutense University of Madrid (UCM) Virtual Campus is based on the essential role of the Information and Communication Technologies (ICT) as new methods of teaching physiology within the European Higher Education Area (EHEA). PBL of Neurophysiology has been carried out by a group of twelve teac...

The evaluation process is complex and extremely important in the teaching/learning process. Evaluations are constantly employed in the classroom to assist students in the learning process and to help teachers improve the teaching process. The use of active methodologies encourages students to participate in the learning process, encourages interaction with their peers, and stimulates thinking a...

Lecturers have reverted to using a "blended" approach when teaching anatomy and physiology. Student responses as to how this contributes to their learning satisfaction were investigated using a self-administered questionnaire. The questionnaire consisted of closed- and open-ended questions that were based on three determinants of learning satisfaction: perceived course learnability, learning co...

This study investigated whether teaching undergraduate dental students the diagnosis and management of acute dental pain alongside the underpinning oral physiology helped them to understand the topic better than teaching them acute dental pain as a separate entity. Each of three clinical years of dental students at the same dental school was taught in two groups. Each group was taught the signs...

THE PROCESS OF TEACHING and learning at the undergraduate level is challenged by an increasing amount of content (1). Now it’s not enough to convey knowledge; it’s also necessary to seek alternative ways to motivate and capture the interest of students both during class and outside of class. Currently, social networks are popular among students (5) and are used to establish and maintain contact...

OBJECTIVE To compare the perception of medical students on the usefulness of the interactive lectures, case-based lectures, and structured interactive sessions (SIS) in teaching and learning of Physiology. METHODS A cross-sectional study was carried out from January to December 2012 at Bahria University Medical & Dental College, Karachi, which had qualitative and quantitative aspects, assesse...

We have developed and validated a conceptual framework for understanding and teaching organismal homeostasis at the undergraduate level. The resulting homeostasis conceptual framework details critical components and constituent ideas underlying the concept of homeostasis. It has been validated by a broad range of physiology faculty members from community colleges, primarily undergraduate instit...

Richardson D. Is virtual reality a useful tool in the teaching of physiology? Adv Physiol Educ 35: 117–119, 2011; doi:10.1152/advan.00002.2011.—This opinion statement points out some of the considerations and pitfalls in using virtual reality computer programs in the teaching of life sciences. Emphasis is placed on the possibility of such programs leading to reductionist thinking including how ...