Updated: 22 Dec. 2006
Boivin, R.
Use of audiovisual techniques in practical teaching in physiology. [French]
[Journal article] Sciences et Techniques de l'Animal de Laboratoire.
1983. 8: 2, 115-118.
Brown G, Collins G, Dewhurst D, Hughes I. Computer simulations in teaching neuromuscular physiology--time for a change from traditional methods? Alternatives to Laboratory Animals: ATLA 1998;16:163-174.
Breves, G. Schroder, B. Computer simulation as an alternative for nerve, muscle and heart experiments using frog tissues. [German] [Conference paper. Journal article] Deutsche Tierarztliche Wochenschrift. 2000. 107: 3, 122-123.
Bulyalert D. Computer simulation for teaching synaptic potential. International Journal of Biomedical Computing 1994 Oct;37(2):181-187. Department of Internal Medicine, Chiang Mai University Faculty of Medicine, Thailand.
Chorney KM. Visualizing physiological concepts and research hypotheses: a hypermedia module of the drainage of the cerebrospinal fluid by lymphatics. The Journal of Biocommunication 998;25(3):25-32.
Hypermedia, animation and color coding were used to develop a module to
visualize the lymphatic drainage of the cerebrospinal fluid and the research
procedures that quantitate this drainage, to help researchers present their
findings to a variety of audiences. Basic and clinical science evaluators found
the method successful. Suggested uses for the module included teaching,
conference and Web presentation, and liaising with research sponsors.
Respondents emphasized that researchers need private investment to afford the
cost of hypermedia modules. A thorough literature review, formative feedback,
and post-evaluation proved fundamental to the development of this hypermedia
program.
Clarke KA. The use of microcomputer simulations in undergraduate neurophysiology experiments. Alternatives to Laboratory Animals: ATLA 1987;14:134-140.
One undergraduate student cohort (group)
performed a physiological frog experiment on an isolated sciatic nerve
preparation, while another cohort used a computer simulation of the same
experiment. There was no significant difference between student cohorts in
marks derived for the laboratory report, the standard form of assessment for
a wet lab.
Clarke KA. Microcomputer simulations of mechanical properties of skeletal muscle for undergraduate classes. Alternatives to Laboratory Animals: ATLA 1988;15:183-187.
Davis MJ. Basic principles of synaptic physiology illustrated by a computer model. Advances in Physiology Education 2001 Dec;25(1-4):1-12. Department of Medical Physiology, Texas A&M University System Health Science Center, College Station, Texas 77843, USA.
A computer model is described that simulates many basic aspects of chemical
synapse physiology. The model consists of two displays, the first being a
pictorial diagram of the anatomical connections between two presynaptic neurons
and one postsynaptic neuron. Either or both of the presynaptic cells can be
stimulated from a control panel with variable control of the number of pulses
and firing rate; the resulting presynaptic action potentials are animated. The
second display plots the membrane potential of the postsynaptic cell versus time
following presynaptic stimulation. The model accurately simulates temporal and
spatial summation when the presynaptic cells are arranged and stimulated in
parallel and simulates presynaptic inhibition when they are arranged and
stimulated in series. Excitatory and inhibitory postsynaptic potentials can be
demonstrated by altering the nature of the ionic conductance change occurring on
the postsynaptic cell. The effects on summation of changing length constant or
time constant of the postsynaptic cell can also be illustrated. The model is
useful for teaching these concepts to medical, graduate, or undergraduate
students and can also be used as a self-directed computer laboratory exercise.
It is available for free download from the internet.
Davis MJ, Gore RW. Determinants of cardiac function: simulation of a dynamic cardiac pump for physiology instruction. Advances in Physiology Education 2001 Dec;25(1-4):13-35. Department of Medical Physiology, Texas A&M University System Health Science Center, College Station, Texas 77843, USA.
A computer model is described that simulates the cardiac cycle of a mammalian
heart. The model emphasizes the pressure-volume plot as a teaching tool to
explain the behavior of the heart as a pump. It exhibits realistic responses to
changes in preload, afterload, contractility, and heart rate while displaying
time-dependent changes in pressure and volume in addition to the pressure versus
volume plot. It differs from previous models by graphing these parameters on a
beat-to-beat basis, allowing visualization of the dynamic adaptation of the
pumping heart to various stimuli. A system diagram is also included to further
promote student understanding of the physiology of cardiac function. The model
is useful for teaching this topic to medical, graduate, or undergraduate
students. It may also be used as a self-directed computer laboratory exercise.
Dewhurst D. Computer-based alternatives to using animals in teaching physiology and pharmacology to undergraduate students. ATLA 2004;32 Suppl 1:517-520.
[Repeated under 'Pharmacology.']
Dewhurst DG, Brown GJ, Meehan AS.
Microcomputer simulations of laboratory experiments in physiology.
Alternatives to Laboratory Animals: ATLA 1988;15:280-289.
One undergraduate student cohort (group) performed a physiological frog experiment on an isolated sciatic nerve preparation, while another cohort used a computer simulation of the same experiment. There was no significant difference between student cohorts in marks derived for the laboratory report, the standard form of assessment for a wet lab.
Dewhurst DG, Hardcastle J, Hardcastle PT,
Stuart E. Comparison of a computer simulation program and a traditional
laboratory practical class for teaching the principles of intestinal absorption.
The American Journal of Physiology 1994 Dec;267(6 Pt 3):S95-S104.
Faculty of Health and Social Care, Leeds Metropolitan University, United
Kingdom.
[Six undergraduate students working independently with a computer program gained equal knowledge, at one-fifth the cost, as eight supervised students using freshly killed rats.]
Here we describe an evaluation of the effectiveness, compared with a traditional laboratory, of an interactive computer-assisted learning (CAL) program, which simulates a series of experiments performed using isolated, everted sacs of rat small intestine. The program is aimed at undergraduate students of physiology and is designed to offer an alternative student-centered learning approach to the traditional laboratory-based practical class. The evaluative study compared two groups of second-year [UK] undergraduate students studying a module on epithelial transport: one group worked independently using the CAL program and associated learning materials, and the other group followed a conventional practical class approach, working in the laboratory under supervision. Knowledge gain of each group was measured by means of a test consisting of a range of question types (e.g., short-answer factual, calculation, interpretation) given to students before and after the module. Student attitude to both approaches was assessed by questionnaire, and the resource requirements were also compared. It was found that the knowledge gain of both groups of students was the same [and interestingly, the tutors who ran this teaching session did not identify laboratory/animal skills as primary learning objectives], that students had a positive attitude toward using CAL programs of this type [students using the CAL program became more positive about the experience after using it], and that the cost of the conventional laboratory-based approach was five times greater [the computer program was used with a printed workbook but no tutor support, whereas the wet lab required full tutor and some technical support]. The potential for integrating CAL programs into the undergraduate curriculum is discussed.
Dewhurst DG, Hardcastle J, Hardcastle P, Williams A. An interactive computer simulation of experiments to teach the principles of nutrient transport in the small intestine. Alternatives to Laboratory Animals: ATLA 1992;20:529-535.
Dewhurst DG, Meehan AS. Evaluation of the use of computer simulations of experiments in teaching undergraduate students. British J. Pharm. Proc. 1993;Suppl.108:238.
Undergraduate students using computer simulations performed equally well as students using traditional approaches in physiology and pharmacology laboratories.
Dewhurst DG, Wdliams AD. Frog skin: a computer simulation of experiments performed on frog skin in vitro to investigate the epithelial transport of ions. Alternatives to Laboratory Animals: ATLA 1993;21:350-358.
Dwyer TM, Fleming J, Randall JE, Coleman TG. Teaching physiology and the World Wide Web: electrochemistry and electrophysiology on the Internet. The American Journal of Physiology 1997 Dec;273(6 Pt 3):S2-S13. Department of Physiology and Biophysics, University of Mississippi Medical Center, Jackson 39216-4505, USA. Full Text: http://advan.physiology.org/cgi/reprint/273/6/S2.pdf.
The popularity of the problem-based learning paradigm has stimulated new
interest in small group, interactive teaching techniques. Medical educators of
physiology have long recognized the value of such methods, using animal-based
laboratories to demonstrate difficult physiological principles. Due to ethical
and other concerns, a replacement of this teaching tool has been sought. Here,
the author describes the use of a full-scale human patient simulator for such a
workshop. The simulator is a life-size mannequin with physical findings
(palpable pulses, breath/heart sounds, blinking eyes, etc.) and sophisticated
mechanical and software models of the cardiovascular and pulmonary systems. It
can be connected to standard physiological monitors to reproduce a realistic
clinical environment. In groups of 10, first-year medical students explore
Starling's law of the heart, the physiology of the Valsalva maneuver, and the
function of the baroreceptor in a clinically realistic context using the
simulator. With the use of a novel pre-/postworkshop assessment instrument that
included student confidence in their answers, student confidence improved for
all questions and survey items following the simulator session (P < 0.0001). The
students give these laboratory exercises uniformly superior evaluations with >
85% of the students rating the workshop "very good" or "excellent".
Fawver AL, Branch CE, Trentham L, Robertson BT, Beckett SD. A comparison of interactive videodisc instruction with live animal laboratories. American Journal of Physiology 1990;259 (Advances in Physiology Education 4):S11–S14.
Abstract:
This study compared interactive videodisc-simulated laboratories with two types of traditional labs: a traditional general cardiovascular physiology participation lab and a traditional fibrillation/positive pressure ventilation demonstration lab. The two laboratory sections (a total of 85 first-year veterinary medical students) were divided into 12 lab groups of 3-4 students per lab section. These groups were randomly assigned to either a traditional live animal laboratory or an interactive videodisc-simulated laboratory to compare the effectiveness and efficiency of these methods in teaching physiology. A 22-item, multiple-choice/short answer test was given to all students after the laboratories. In both the participation and the demonstration laboratories, there were no significant differences between group test scores of the interactive videodisc groups and the live animal laboratory groups, but there were differences in time spent by both students and instructors. It was concluded that the interactive videodisc-simulated lab was as effective as the traditional live-animal labs and was more time efficient than the traditional participation lab.
Gersting JM, Rothe CF. Cardiovascular interactions tutorial: architecture and design. Journal of Medical Systems 2002 Feb;26(1):29-38. Department of Computer Science, University of Hawaii at Hilo, USA. johng@Hawaii.edu.
Greenspan JD. A laboratory exercise in
somesthesis that is expeditious, inexpensive, and suitable for large classes.
The American Journal of Physiology 1993 Dec;265(6 Pt 3):S2-S9. Department of
Neurosurgery, State University of New York Health Science Center at Syracuse
13210.
A teaching laboratory is described that demonstrates two principles of the
somatosensory system: 1) the "spot-like" nature of skin sensitivity and 2)
tactile acuity. This laboratory has been used for a large medical school class
(140-160 students). One reason for the success of this laboratory is the ability
to provide a sufficient number of stimulating apparatuses. The two-point
discrimination device used to measure tactile acuity can be made easily and
cheaply. In addition, two other demonstrations are described that are suitable
for smaller classes or that students can do on their own. Although this lab was
designed for medical students, the content makes it suitable for undergraduate
or high school students.
Habashi NM, Borg UR, Reynolds HN. An in vitro physiologic model for cardiopulmonary simulation: a system for ECMO training. The International Journal of Artificial Organs 1994 Jul;17(7):399-407.
Haschke, G. Diener, M. Interactive learning for the training of veterinarians: development of a multimedia programme for physiology. [German] [Journal article] Pferdeheilkunde. 1999. 15: 2, 184-186.
A multimedia programme, of 3500 screen pages, is described for teaching and learning veterinary physiology. The programme is written in Toolbook, and can be used with Windows 95.
Hudson JN, Buckley P, McMillen IC. Linking cardiovascular theory to practice in an undergraduate medical curriculum. Advances in Physiology Education 2001 Dec;25(1-4):193-201. Department of Physiology, Adelaide University, Adelaide, South Australia 5005, Australia. nicky.hudson@adelaide.edu.au.
Case-based teaching (CBT) tutorials were introduced by the Physiology Department at Adelaide University to bridge the gap between theory and practice in the early years of undergraduate medical education. With the use of a clinical case-based environment, CBT aimed to achieve integration of structure-function relationships and an increase in students' capacity to apply a physiological understanding to clinical observations/symptoms and data. With peer-peer interactions in small groups, students could trial history taking and examination skills, interpret common investigations, and relate their findings to an understanding of structure and function. Here, the cardiovascular tutorials highlight the centrality of an understanding of structure and function in the evaluation of a case of syncope. An independent evaluation of the students' learning experience demonstrated that CBT tutorials were successful in their aims. The "hands-on" experience was highly rated, with students reporting that the CBT approach gave relevance to structure and function. Whatever the curriculum learning style, underpinning practice with an understanding of theory remains a desirable feature of medical education
Leathard HL, Dewhurst DG. Comparison of the cost effectiveness of a computer-assisted learning program with a tutored demonstration to teach intestinal motility to medical students. ALT-J 1995;3(1):118–125.
No significant difference was found in the performances of preclinical medical students who used a traditional live animal laboratory and those who used a computer simulation on intestinal motility.
The effectiveness of an interactive multimedia computer program, the "Electronic
Textbook in Human Physiology," in improving the knowledge of students studying
cardiovascular physiology was determined from scores on tests given before and
immediately after completion of a two-hour animation program on the Cardiac
Cycle and Introduction to Electrocardiography and by comparison of performance
on a final examination taken later with their unexposed (control) classmates.
Unsigned comments on the use of the program were obtained from all participants
and were universally laudatory. A marked and significant improvement in the
immediate posttest compared with the pretest scores was found. More importantly,
the students who had used the computer program achieved a significantly higher
grade in the cardiovascular section of the final exam than their (control)
classmates. Several possible explanations of the results are offered; the most
likely one is that the use of the computer program facilitated learning. The
implications of this, especially for curriculum planning, are discussed.
Maw S, Frank J, Greig G. A spinal circuitry
simulator as a teaching tool for neuromuscular physiology. The American
Journal of Physiology 1996 Jun;270(6 Pt 3):S50-S68. Division of
Neuroscience, University of Alberta, Edmonton, Canada.
Many concepts in neuromuscular physiology can be difficult for instructors to
teach and for students to understand. The behaviors of various components in
neuromuscular systems do not always interact in obvious ways, and the function
of hundreds of components can be very different from the function of just one or
two "representatives." In this paper, a simulator is presented that can model
both small and large spinal circuitry systems thus allowing students to explore
the dynamic functional implications of the static circuitry diagrams that are
common in many neuroscience textbooks. The simulator brings to life many
concepts in neuromuscular physiology and permits students to explore such
concepts without extensive supervision. The benefits and drawbacks of using this
kind of simulator in the classroom are discussed, based on initial field tests
with undergraduate and graduate students as well as input from the literature.
It was found that such a simulation can be very useful as a teaching tool if it
is used properly with the right audience
Modell HI. Computer software for physiology education. American Journal of Physiology 1992;262:S29-S33.
Modell HI. How to help students understand physiology? Emphasize general models. Advances in Physiology Education 2000 Jun:23(1):101-107. National Resource for Computers in Life Science Education, Seattle, Washington 98115, USA.
Students generally approach topics in physiology as a series of unrelated
phenomena that share few underlying principles. In many students' view, the Fick
equation for cardiac output is fundamentally different from a renal clearance
equation. If, however, students recognize that these apparently different
situations can be viewed as examples of the same general conceptual model (e.g.,
conservation of mass), they may gain a more unified understanding of
physiological systems. An understanding of as few as seven general models can
provide students with an initial conceptual framework for analyzing most
physiological systems. The general models deal with control systems,
conservation of mass, mass and heat flow, elastic properties of tissues,
transport across membranes, cell-to-cell communication, and molecular
interaction.
Nicol S, Narkowicz C. Learning physiology
from cardiac surgery patients. The American Journal of Physiology 1998
Jun;274(6 Pt 2):S74-S83. Department of Anatomy and Physiology, University of
Tasmania, Hobart, Tasmania 7001, Australia. Full Text:
http://advan.physiology.org/cgi/reprint/274/6/S74.pdf.
A number of pressures have led to a very great reduction or complete abandonment
of the use of animals in the teaching of physiology in most medical schools.
Often animal experiments have been replaced by computer simulations, but a
simulation is only as good as the model or algorithm on which it is based and
can never contain the depth of information or unpredictability displayed by real
animals or patients. We used a computer-based system to collect cardiovascular
data from patients instrumented for cardiac surgery, allowing students to
"replay" an operation. These recordings were annotated with notes, diagrams and
video clips, and a student workbook was written. The resulting package contained
a wealth of physiological data and was perceived by students to be very
clinically relevant. The very wealth of information, however, tended to
overwhelm students, and so a series of introductory Computer tutorials were
written to provide students with the background necessary to cope with the
clinical data.
Nosek TM, Bond GC, Ginsburg JM, Godt RE, Hofman WF, Jackson WJ, Ogle TF, Porterfield SP, Stoney SD Jr, Wiedmeier VT, Work JA, Lewis LA, Levy M. Using computer-aided instruction (CAI) to promote active learning in the physiology classroom. Annals of the New York Academy of Sciences 1993;701:128-129.
Pankiewicz PR. Software review: The DynaPulse 200M. The American Biology Teacher 1995;57(2):121-122.
Phelps JL, Nilsestuen JO, Hosemann S. Assessment of effectiveness of videodisc replacement of a live animal physiology laboratory. Distinguished Papers Monograph, American Association for Respiratory Care. 1992.
Nursing students who studied using an interactive video program on cardiac output principles performed better on a post-test than did students taught by lecture and live animal physiology laboratory.
Rupnik M, Runovc F, Sket D, Kordas M.
Cardiovascular physiology: simulation of steady state and transient phenomena by
using the equivalent electronic circuit. Computer Methods and Programs in
Biomedicine 2002 Jan;67(1):1-12. Institute of Pathophysiology, Faculty of
Medicine, University of Ljubljana, 1104, Ljubljana, Slovenia.
By using commercially available software it is readily possible to design
electronic circuits and to analyze them. By introducing the concept of
equivalent quantities a simulation of various physiological phenomena is
possible. This includes the steady state as well as various complex transient
phenomena. This paper describes the use of an equivalent electronic circuit in
simulating the cardiovascular system. It allows a stepwise upgrading. The first
step is a one-ventricle circuit similar to the Starling heart-lung preparation.
The final step is an equivalent circuit allowing simulation of various normal as
well as pathological states (e.g. effects of heart rate, negative intrathoracic
pressure, exercise, hemorrhage, heart failure, and hypertension). The degree of
disturbance can be set by adjusting the value of single components. Following
this, the optimal type of compensation (e.g. the increase in blood volume in
failure of the right ventricle; systemic venoconstriction in failure of the left
ventricle) of the basic disturbance can be searched for, activated and the
consequences studied. The described approach has been found a useful tool in
teaching physiology and pathophysiology for postgraduate medical students.
Samsel RW, Schmidt GA, Hall JB, Wood LDH, Shroff SG, Schumacker PT. Cardiovascular physiology teaching: computer simulations vs. animal demonstrations. Advances in Physiology Education 1994;11:S36–S46.
Medical students used both computer demonstrations and animal (dog) demonstrations, and rated the former higher for learning cardiovascular physiology.
Smith AM. A model circulatory system for use in undergraduate physiology laboratories. The American Journal of Physiology 1999 Dec;277(6 Pt 2):S92-S99. Department of Biological Sciences, Butler University, Indianapolis, Indiana 46208, USA. ansmith@butler.edu. Full Text: http://advan.physiology.org/cgi/reprint/277/6/S92.pdf
The cardiovascular system is a central topic in physiology classes, yet it is
difficult to provide undergraduates with quality laboratory experiences in this
area. Thus a model circulatory system was developed to give students hands-on
experience with cardiovascular fluid dynamics. This model system can be
constructed from readily available materials at a reasonable cost. It has a
realistic pressure drop across the different vessels. Using this system,
students can investigate the effect that blood volume, vessel compliance, vessel
construction, and heart activity have on blood pressure and flow. The system
also demonstrates the effect of vessel diameter on resistance and fluid
velocity. This model may give students a more concrete, intuitive feel for
cardiovascular physiology. Another advantage is that it allows dramatic and
easily controlled manipulations with quantitative results. Finally, its simple
construction allows students to interchange components, giving them greater
flexibility in experimentation.
