This paper describes data which demonstrate a correlation between the magnitude of the Steady-State Visually Evoked Potential (SSVEP) and visual vigilance. The SSVEP was recorded from 64 scalp sites and elicited by a 13Hz uniform visual flicker presented continuously while subjects undertook a visual vigilance task. Fifteen right-handed males were required to view three times a series of 180 geometrical shapes comprising a sequence of 60 squares, 60 circles and a further 60 squares. Each viewing of the 180 shapes constituted a trial. Trials 1 and 2 were identical while trial 3 differed from the first two in that one of the circles was modified. Subjects were ignorant as to the location of the modified circle and prior to the third trial, were challenged to identify the modified circle. A comparison of trials 2 and 3 indicated that the appearance of the modified circle was associated with an attenuation of the SSVEP in the occipito/parietal region. The same comparison indicated a pronounced SSVEP attenuation in the centro/parietal region during the interval that subjects were anticipating the appearance of the modified circle. These results suggest a distinction between the cortical activation patterns occurring during different phases of a visual vigilance task.

No abstract

Flipped classroom teaching has been used by many educators to promote active learning in higher education. This andragogy is thought to increase student engagement by making them more accountable for their learning and increase time on task in the classroom. While there are several systematic reviews that point to improved student results, it remains unclear if flipped classrooms have positive learning effects in physiology education. Flipped classroom teaching was introduced in two advanced physiology subjects (advanced neuroscience, semester 1, and cardiorespiratory and renal physiology, semester 2). Changing the mode of content delivery reduced the time students needed to spend listening to lectures by one-third, without sacrificing either learning content or academic standards. Higher pass rates were observed with larger number of students earning distinction and high-distinction grades. Statistically significant improvements in final grades were observed from both subjects ( semester 1: 2017, 49.28 ± 20.16; 2018, 53.29 ± 19.77, t268 = 2.058, P = 0.0405; semester 2: 2017, 58.87 ± 21.19; 2018, 67.91 ± 20.40, t111 = 2.306, P = 0.023). Finally, students’ perception of their learning experience remained at or above the university benchmarks (median score of >80% for all iterations of the subjects). While the most frequent and persistent area that students suggested could be improved was reduction of content, equal numbers of students commented that no improvement in the subjects was required. Despite the generally positive attitude to recorded didactic teaching content, classroom attendance remained very low, and students did not engage with the active learning content. This suggest that more emphasis needs to be placed on promoting class attendance by developing better active learning content.

No abstract

Increased CO2 sensitivity is common in panic disorder (PD) patients. Free divers who are known for their exceptional breathing control have lower CO2 sensitivity due to training effects. This study aimed to investigate the immediate effects of cold facial immersion (CFI), breath holding and CO2 challenges on panic symptoms. Healthy participants and patients with PD were subjected to four experimental conditions in a randomly assigned order. The four conditions were (a) breath-holding (BH), (b) CFI for 30 s, (c) CO2 challenge, and (d) CO2 challenge followed by CFI. Participants completed a battery of psychological measures, and physiological data (heart rate and respiration rate) were collected following each experimental condition. Participants with PD were unable to hold their breath for as long as normal controls; however, this finding was not significant, potentially due to a small sample size. Significant reductions in both physiological and cognitive symptoms of panic were noted in the clinical group following the CFI task. As hypothesized, the CFI task exerted demonstrable anxiolytic effects in the clinical group in this study by reducing heart rate significantly and lessening self-reported symptoms of anxiety and panic. This outcome demonstrates the promise of the CFI task for clinical applications.