Exploring first-year undergraduate medical students' self-directed learning readiness to physiology

Medical students are expected to possess self-directed learning skills to pursue lifelong learning. Previous studies have reported that the readiness for self-directed learning depends on personal attributes as well as the curriculum followed in institutions. Melaka Manipal Medical College of Manipal University (Karnataka, India) offers a Bachelor of Medicine and Bachelor of Surgery (MBBS) twinning program that is of 5 yr in duration. Keeping in mind the amount of time that the curriculum has devoted for self-directed learning, we explored the self-directed learning readiness of first-year MBBS students (n = 130) using a self-directed learning readiness scale (SDLRS) and explored the correlation between SDLRS scores of high achievers, medium achievers, and low achievers with their academic performance in physiology examinations. Students were requested to respond to each item of the SDLRS on a Likert scale. Median scores of the three scales of the SDLRS were compared across the three groups of students using a Kruskall-Wallis test. SDLRS scores of the students (n = 130) were correlated with their marks in theory papers of first, second, and third block-end examinations using Spearmann's correlation coefficient. The mean item score for desire for learning was found to be higher followed by self-control and self-management. Data analyses showed significantly high (P < 0.03) median scores for self-control for high achievers compared with medium and low achievers. Between the groups, high achievers had a higher score for all the three scales of the SDLRS followed by low and medium achievers. SDLRS scores and academic performance of the three groups of students were found to exhibit a weak correlation. This study threw light on the fact that despite having a high desire for learning and ability of self-control, students need to be supported in their self-management skills.     

Design and evaluation of a national set of learning objectives: the medical physiology learning objectives project

In 1998, the American Physiological Society (APS) and the Association of Chairs of Departments of Physiology (ACDP) began collaboration on a project to develop a set of physiology learning objectives for medical students. Over the next 2 years, more than 50 physiologists collaborated in the development a comprehensive draft containing its 695 learning objectives. Faculty in 31 medical schools in the United States, Canada, and Puerto Rico evaluated these objectives. On the basis of this evaluation, the ACDP recommended deleting 13 of them. The final project, containing 682 objectives, was approved in December 2000 by the ACDP and published on the APS website http://www.the-aps.org/education/MedPhysObj/medcor.htm. The identification of the "content" of medical physiology instruction provides the APS and the ACDP with a tool to introduce emerging topics, such as the physiology of aging and gender differences, at a national level. The medical physiology learning objectives project provides a guide for directing current and future medical physiology instruction in the United States.     

Student-centered physiology in high schools

Student test score percentages in the Physiology and Disease (PAD) course at the Illinois Mathematics and Science Academy, a high school for students of the state of Illinois gifted in math and science, were studied over a period of 5 yr. Inquiry-based laboratory experiences in the course were slowly converted during this time from partly student centered and mostly teacher led to completely student centered beginning in fall 2008. Quarterly analysis of the effect of increased inquiry upon average weekly report submissions of 400 students over 4 yr showed a significant improvement in submission (P < 0.0002) between quarters 1 and 2 and also improvement from year to year between the academic years of 2006/2007 and 2009/2010 (P < 0.0001). A comparison of student test score percentages from 346 students in 4 major tests showed a significant increase (P = 0.0125) beginning in the academic year of 2008/2009, when the conversion of all laboratories in the course from partly student centered to completely student centered was concluded compared with scores over the 2 yr from 2006/2007 up to this point. There was also a significant difference (P < 00001) in test score percentages between the individual tests themselves over the 4 yr studied. Taking the study a step further, the 35 students registered in the two PAD classes offered in the fall 2010 semester were divided in each of their classes into student-centered and teacher-centered groups, with the former designing all their experiments and the latter following instructions from the teacher. Student score percentages on specific test questions from the four major tests that focused on transfer of student understanding were compared between these two groups. There was a significant improvement (P = 0.012) when students designed their own laboratories (student-centered group) compared with doing what the teacher asked (teacher-centered group). There was also a significant difference between these student score percentages among the individual tests (P < 0.0001). These data suggest that an increase in student-centered experiments may lead to a corresponding increase in test performance on questions involving student transfer.     

The (human) science of medical virtual learning environments

The uptake of virtual simulation technologies in both military and civilian surgical contexts has been both slow and patchy. The failure of the virtual reality community in the 1990s and early 2000s to deliver affordable and accessible training systems stems not only from an obsessive quest to develop the 'ultimate' in so-called 'immersive' hardware solutions, from head-mounted displays to large-scale projection theatres, but also from a comprehensive lack of attention to the needs of the end users. While many still perceive the science of simulation to be defined by technological advances, such as computing power, specialized graphics hardware, advanced interactive controllers, displays and so on, the true science underpinning simulation--the science that helps to guarantee the transfer of skills from the simulated to the real--is that of human factors, a well-established discipline that focuses on the abilities and limitations of the end user when designing interactive systems, as opposed to the more commercially explicit components of technology. Based on three surgical simulation case studies, the importance of a human factors approach to the design of appropriate simulation content and interactive hardware for medical simulation is illustrated. The studies demonstrate that it is unnecessary to pursue real-world fidelity in all instances in order to achieve psychological fidelity--the degree to which the simulated tasks reproduce and foster knowledge, skills and behaviours that can be reliably transferred to real-world training applications.     

Medical student fitness to practise committees at UK medical schools

The fabric of science is changing, driven by a revolution in digital technologies that facilitate the acquisition and communication of massive amounts of data. This is changing the nature of collaboration and expanding opportunities to participate in science. If digital technologies are the engine of this revolution, digital data are its fuel. But for many scientific disciplines, this fuel is in short supply. The publication of primary data is not a universal or mandatory part of science, and despite policies and proclamations to the contrary, calls to make data publicly available have largely gone unheeded. In this short essay I consider why, and explore some of the challenges that lie ahead, as we work toward a database of everything.     

Cell physiology of plants growing in cold environments

The life of plants growing in cold extreme environments has been well investigated in terms of morphological, anatomical, and ecophysiological adaptations. In contrast, long-term cellular or metabolic studies have been performed by only a few groups. Moreover, a number of single reports exist, which often represent just a glimpse of plant behavior. The review draws together the literature which has focused on tissue and cellular adaptations mainly to low temperatures and high light. Most studies have been done with European alpine plants; comparably well studied are only two phanerogams found in the coastal Antarctic. Plant adaptation in northern polar regions has always been of interest in terms of ecophysiology and plant propagation, but nowadays, this interest extends to the effects of global warming. More recently, metabolic and cellular investigations have included cold and UV resistance mechanisms. Low-temperature stress resistance in plants from cold environments reflects the climate conditions at the growth sites. It is now a matter of molecular analyses to find the induced genes and their products such as chaperones or dehydrins responsible for this resistance. Development of plants under snow or pollen tube growth at 0°C shows that cell biology is needed to explain the stability and function of the cytoskeleton. Many results in this field are based on laboratory studies, but several publications show that it is not difficult to study cellular mechanisms with the plants adapted to a natural stress. Studies on high light and UV loads may be split in two parts. Many reports describe natural UV as harmful for the plants, but these studies were mainly conducted by shielding off natural UV (as controls). Other experiments apply additional UV in the field and have had practically no negative impact on metabolism. The latter group is supported by the observations that green overwintering plants increase their flavonoids under snow even in the absence of UV. Thus, their defense and antioxidant role dominates. Ultrastructural comparisons were unable to find special light adaptations in plants taken from polar regions vs. high alpine species. The only adaptation found at the subcellular level for most alpine and polar plants are protrusions of the chloroplast envelopes. They are seen as a demand for fast membrane transport requiring additional membrane surface area, whereby the increase in stroma volume may help to support carbohydrate formation. Plants forming such protrusions have to cope with a short vegetation time. These observations are connected to the question as to how photosynthesis works quite well even at or under zero temperatures. The interplay between plastids, mitochondria, and peroxisomes, known as photorespiration, seems to be more intense than in lowland plants. This organelle cooperation serves as a valve for a surplus in solar energy input under cold conditions. Additional metabolic acclimations are under investigation, such as the role of an alternative plastid terminal oxidase. Plants from cold environments may also be seen as ideal objects for studying the combined effects of high light plus cold resistance—from the molecular level to the whole plant adaptation. Modern instrumentation makes it possible to perform vital metabolic measurements under outdoor conditions, and research stations in remote polar and alpine areas provide support for scientists in the preparation of samples for later cellular studies in the home laboratory.     

International student exchange and the medical curriculum: evaluation of a medical sciences translational physiology course in Brazil

The objective of the present study was to conduct a short-term international course on translational physiology for medical students from Wright State University and the University of Iowa. The goals were to 1) provide students with an exposure to the academic, cultural, and medical environments in Brazil; 2) promote awareness of the global medical community; and 3) provide an academic course focused on translational physiology. An evaluation of the students was conducted to determine whether such a short-term course might be useful in the medical curriculum. The 2-wk course was held in the summer of 2005 at the University of S?o Paulo School of Medicine in Ribeir?o Preto, Brazil, for 23 American students. The program included presentations of basic and clinical topics, meetings with medical students, and clinical presentations. The program finished with student attendance at a scientific meeting sponsored by the Brazilian Society of Hypertension. Student surveys evaluated issues related to perceived treatment, Brazilian medical school environment, culture and personal attributes, and career aspirations. The international Medical Sciences Translational Physiology course for medical students provided a brief, but intense, experience. It gave students a picture of the medical environment in Brazil and an appreciation for the differences and similarities in cultures. Most students reported that it was a positive experience that would be beneficial to their careers. In conclusion, a short-term international course provides an efficient means for medical students to experience aspects of global medical science.     

Effects of different forms of physiology instruction on the development of students' conceptions of and approaches to science learning

The purpose of this study was to investigate students' conceptions of and approaches to learning science in two different forms: internet-assisted instruction and traditional (face-to-face only) instruction. The participants who took part in the study were 79 college students enrolled in a physiology class in north Taiwan. In all, 46 of the participants were from one class and 33 were from another class. Using a quasi-experimental research approach, the class of 46 students was assigned to be the "internet-assisted instruction group," whereas the class of 33 students was assigned to be the "traditional instruction group." The treatment consisted of a series of online inquiry activities. To explore the effects of different forms of instruction on students' conceptions of and approaches to learning science, two questionnaires were administered before and after the instruction: the Conceptions of Learning Science Questionnaire and the Approaches to Learning Science Questionnaire. Analysis of covariance results revealed that the students in the internet-assisted instruction group showed less agreement than the traditional instruction group in the less advanced conceptions of learning science (such as learning as memorizing and testing). In addition, the internet-assisted instruction group displayed significantly more agreement than the traditional instruction group in more sophisticated conceptions (such as learning as seeing in a new way). Moreover, the internet-assisted instruction group expressed more orientation toward the approaches of deep motive and deep strategy than the traditional instruction group. However, the students in the internet-assisted instruction group also showed more surface motive than the traditional instruction group did.