A group dynamic activity for learning the cardiac cycle and action potential

Carvalho, Helena

doi:10.1152/advan.00128.2010

Cited by 13 publications

(13 citation statements)

References 3 publications

(3 reference statements)

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“…Several active learning techniques have been described for physiology, including neurophysiology (9) and cardiovascular physiology (2). Specific strategies for renal physiology education have also been discussed previously in the literature.…”

Section: Discussionmentioning

confidence: 99%

Development of a manipulative for nephron physiology education

Giffen

Carvalho

2015

Advances in Physiology Education

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SOME PHYSIOLOGICAL CONCEPTS, such physiology of filtration and absorption in the different nephron segments, are so detailed that they can be a challenge to be memorized. This article describes an exercise that solidifies learning as students manipulate, using paper models, "transporters" and "electrolytes" in the basolateral and luminal membranes of "nephron cells." Most important is the opportunity for the students to apply and test their own knowledge related to changes that occur in physiological processes, such as excess of salt or water intake or blood volume alterations, or pathology, such as syndrome of inappropriate antidiuretic hormone secretion, among many other applications. Description of the ManipulativeThis study was applied to first-year medical students at the end of renal physiology lectures at Virginia Tech Carilion Medical School. The protocol was granted exempt status by the Virginia Tech Institutional Review Board (IRB no. 14-039). Students working in self-assigned groups of four or five were given packets containing all necessary materials. Figures 1-3 show examples of one cell, some transporters, and plasma used in this initial study. Complete material is available upon request. Each packet included paper diagrams (8.5 ϫ 11 in.) of the major cell types of the nephron (see Fig. 1 for the early proximal tubule). Small pieces of color-coded cardstock were constructed to represent the major transporters and ion channels present within the various epithelial cells of the nephron (see Fig. 2 for examples of some transporters). Strips of grid paper were used to represent several prominent ions, which were color coded to match the transporters. Ions used in the demonstration included Na ϩ , Cl Ϫ , K ϩ , HCO 3Ϫ , water, amino acids, and glucose, where each box of the grid paper represented 10% of the filtered load of the respective ions (Fig. 3).One important benefit of this teaching methodology is the ability to adapt the manipulative to best fit the instructor's learning objectives. Lecturers may add or subtract pieces from the model to best suit their own classroom needs. In the work described here, we did not cover the transport of Mg 2ϩ , Ca 2ϩ , urea, organic anions, organic cations, carbohydrates, urate, and ammonia, but they can easily be included using the manipulative. Use of the ManipulativePart 1: basics of the nephron manipulative. Initially, groups were asked to place the cell types of the nephron in sequential order, beginning with the early proximal convoluted tubule and ending with cells of the collecting duct. Groups were then challenged to place the pieces representing the various transporters and ion channels present in the tubular epithelium in their correct locations. Correct placement required students to know not only the appropriate region of the nephron (e.g., the early proximal tubule, late proximal tubule, early distal tubule, and collecting duct) but also the correct side of the epithelial cell (i.e., basolateral or lumen interface). This setup allowed students to asses...

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Section: Discussionmentioning

confidence: 99%

Development of a manipulative for nephron physiology education

Giffen

Carvalho

2015

Advances in Physiology Education

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“…An abridged version of the exercise developed by Carvalho (9) was included, where class members act as erythrocytes or heart chambers and work together to integrate the electrical and mechanical events of the cardiac cycle to move student "erythrocytes" through the heart.…”

Section: Inclusion Of a Dynamic Group Simulation Of The Cardiacmentioning

confidence: 99%

But science is international! Finding time and space to encourage intercultural learning in a content-driven physiology unit

Etherington

2014

Advances in Physiology Education

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Internationalization of the curriculum is central to the strategic direction of many modern universities and has widespread benefits for student learning. However, these clear aspirations for internationalization of the curriculum have not been widely translated into more internationalized course content and teaching methods in the classroom, particularly in scientific disciplines. This study addressed one major challenge to promoting intercultural competence among undergraduate science students: finding time to scaffold such learning within the context of content-heavy, time-poor units. Small changes to enhance global and intercultural awareness were incorporated into existing assessments and teaching activities within a second-year biomedical physiology unit. Interventions were designed to start a conversation about global and intercultural perspectives on physiology, to embed the development of global awareness into the assessment and to promote cultural exchanges through peer interactions. In student surveys, 40% of domestic and 60% of international student respondents articulated specific learning about interactions in cross-cultural groups resulting from unit activities. Many students also identified specific examples of how cultural beliefs would impact on the place of biomedical physiology within the global community. In addition, staff observed more widespread benefits for student engagement and learning. It is concluded that a significant development of intercultural awareness and a more global perspective on scientific understanding can be supported among undergraduates with relatively modest, easy to implement adaptations to course content.

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“…In an attempt to promote long-term learning, we describe an active classroom exercise that can be used to complement or replace a traditional lecture. After seeing the positive impact of using dramatization to teach other cardiovascular concepts, 2,3 we developed and implemented a dramatization to teach Starling forces and their application to clinical scenarios.…”

Section: Introductionmentioning

confidence: 99%

Using Dramatization to Teach Starling Forces in the Microcirculation to First-Year Medical Students

Connor

Carvalho

2019

MedEdPORTAL

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Introduction: The clinical importance, prevalence, and multiple etiologies of tissue edema make it a critical part of medical education. Given the multiple physiological parameters that must be simultaneously considered to determine fluid movement, it is important that a deeper understanding of the microcirculation and fluid shifts is achieved in preclinical education. Methods: We describe an innovative teaching methodology using dramatization to interactively teach Starling forces to first-year medical students. Prior to the dramatization, students were given an introduction to Starling forces. They also completed a brief knowledge quiz on the topic before and after the activity. The classroom walls were marked with signs representing the intravascular space, extravascular or interstitium, and lymphatics compartments. Students were invited to act out or mimic the fluid shifts within capillaries as the values for hydrostatic and colloid osmotic pressures for the intravascular and interstitial spaces were presented. The goal was for each student to decide which compartment he/she would move to as fluid according to Starling force values and/or clinical scenarios. Results: A significant improvement between pre-and postactivity quiz performance (45.4% ± 25.1% and 77.5% ± 14.1%, respectively) was observed (n = 26, p < .001, t test). In a postactivity survey, 85% of students reported the activity to be an effective way of learning. Discussion: Our data indicate that this dramatization approach is effective in complementing passive learning in traditional lectures. Furthermore, this type of dynamic activity brings joy to the classroom and breaks the monotony of lecturing.

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A group dynamic activity for learning the cardiac cycle and action potential

Cited by 13 publications

References 3 publications

Development of a manipulative for nephron physiology education

Development of a manipulative for nephron physiology education

But science is international! Finding time and space to encourage intercultural learning in a content-driven physiology unit

Using Dramatization to Teach Starling Forces in the Microcirculation to First-Year Medical Students

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