Assessing formal teaching of ethics in physiology: an empirical survey, patterns, and recommendations

Ethics should be an important component of physiological education. In this report, we examined to what extent teaching of ethics is formally being incorporated into the physiology curriculum. We carried out an e-mail survey in which we asked the e-mail recipients whether their institution offered a course or lecture on ethics as part of the physiology teaching process at their institution, using the following query: "We are now doing an online survey in which we would like to know whether you offer a course or a lecture on ethics as part of your physiology teaching curriculum." The response rate was 53.3%: we received 104 responses of a total of 195 sent out. Our responses came from 45 countries. While all of our responders confirmed that there was a need for ethics during medical education and scientific training, the degree of inclusion of formal ethics in the physiology curriculum varied widely. Our survey showed that, in most cases (69%), including at our Medical University of Graz, ethics in physiology is not incorporated into the physiology curriculum. Given this result, we suggest specific topics related to ethics and ethical considerations that could be integrated into the physiology curriculum. We present here a template example of a lecture "Teaching Ethics in Physiology" (structure, content, examples, and references), which was based on guidelines and case reports provided by experts in this area (e.g., Benos DJ. Ethics revisited. Adv Physiol Educ 25: 189-190, 2001). This lecture, which we are presently using in Graz, could be used as a base that could lead to greater awareness of important ethical issues in students at an early point in the educational process.     

Medical virology in Malaysia

Virology is a branch of biological science dealing with the study of viruses, and medical virology focuses on the study and control of diseases due to viruses that is of medical importance. The development of medical virology in Malaysia has its beginning in the Institute for Medical Research (IMR), following the establishment of the Division of Medical Zoology and Virus Research in the institute on 23 March 1953. The second institution in the country to establish diagnostic and research work in medical virology was Department of Medical Microbiology, Faculty of Medicine, University Malaya. This was followed by University Kebangsaan Malaysia, University Sains Malaysia and University of Sarawak Malaysia. The National Public Health Laboratory (NPHL) is the latest institution to establish a laboratory in 2003 for virus isolation and services to support country surveillance and outbreak investigation of infectious diseases due to viruses. In the field of medical virology, Malaysia contributed substantially in the areas of virus diagnostic services, development and research ranging from survey and documentation on the existence and prevalence of viruses causing diseases in Malaysia, clinical presentation and epidemiological features of virus diseases, evaluation of new diagnostic tests to pathogenesis of viral diseases. Malaysia contributed to the discoveries of at least 12 new viruses in the world. ASEAN plus Three (China, Japan, Republic of Korea) Emerging Infectious Programme was established to overcome the challenges and impact of emerging and re-emerging infectious diseases in this region. Malaysia as the co-ordinator of the laboratory component of the programme, contributed to strengthen the regional laboratory capability, capacity, laboratory-based surveillance and networking. The future of medical virology in Malaysia in terms of integration of diagnostic, reference and research to support the country's need will be enhanced and strengthened with the on-going development of the National Centre for Disease Control and Prevention (CDC Malaysia) which also incorporates a futuristic Special Diagnostic and Reference Laboratory.     

A New School of Medicine Is Born in Quebec

The new Faculty of Medicine at the University of Sherbrooke accepted its first 32 students in September 1966. The four major objectives of the school are: (1) medical education with emphasis on learning rather than teaching; (2) research in three major fields of endeavour: basic, clinical and medico-social sciences; (3) optimum patient care; and (4) service to society. A new Health Sciences Centre houses the Medical School, 1 420-bed hospital and multidisciplinary laboratories, and eventually will contain the paramedical schools, including a School of Nursing Sciences. The three major divisions of the Faculty are basic, clinical and medico-social sciences. The curriculum of the first two years is correlated and integrated within the “block” system, with participation from all three divisions.     

An intense half-semester developmental biology course,as taught at Uppsala University,Sweden

This intensive course, designed for advanced undergraduates and beginning graduate students, was first taught in 1995 at Uppsala University, Sweden, and consists of a half-semester (8-9 weeks) of daily lecture and laboratory sessions covering a broad range of topics and giving an overview of developmental biology and some of its applications. The labs introduce students to a diverse assortment of model systems. The course goals are to present a comparative view of animal development (gametogenesis, fertilization, gastrulation, neurulation, organogenesis), followed by lectures on cellular and molecular mechanisms that regulate development, such as induction mechanisms, cell adhesion and migration, cell-matrix interactions and genomic imprinting. The development of complex systems, such as the nervous system, limbs and flowers, is emphasized, including aspects such as malformations, homeosis and mutant analysis, reproduction and fertility problems, and the connection between development and cancer. Model organisms are emphasized, but evolutionary aspects receive due attention. Typically, during the first 5 weeks, a day begins with lectures in the morning and ends with labs or demonstrations and seminars in the afternoon. Wednesday afternoons are "free" to give time for reading. A theory test is taken at the end of this period. Then, students do supervised research for 3 weeks to give them a feel for what it is like to do "real science." Finally, students present oral and written reports on their projects. This is the only course students enroll in during this portion of the semester, so they are expected to devote full effort to it.     

Scientific-Pedagogic School of Biological and Medical Chemistry of the O. O. Bogomolets National Medical University (on the 160th year of its founding)

In this work the most important stages of the scientific-pedagogic school of biologic and medical chemistry formation in Bogomolets National Medical University starting from the period of foundation as early as in 1863 till nowadays the Chair of Medical Chemistry and Physics as a part of Medical Faculty of Saint Volodymyr Emperor University in the city of Kyiv have been estimated and generalized. The especial attention is attracted to the fact, that it was Kyiv University where firstly the Chair of Biochemistry was created in order of stuyding the regularities of biochemical processes running in the human organism and metabolism disturbances inducing the pathologic processes at some diseases. The scientific and scientific-pedagogical trends of the chair work in different periods of its development are presented, simltneously the leading role of famous Ukrainian scientists--biochemicians in foundation and development of biologic and medical chemistry scientific school in the University are emphasized. Nowadays the Chair is the educational and scientific center supporting and developing the best traditions on training the specialists of different qualification levels: physicians Masters of Science, Philosophy Doctors and Doctors of Science in Medicine and Biology. The Chair is considered to be a basic one among the Ukraine higher medic and pharmaceutic educational institutions having the III-IV accreditation rate on the problems of teaching-organizational, educational-methodical and scientific work. On the Chair base there is functioning the Scientific Problem-Solving Commission of Ministry of health Protections of Academy of Medical Sciences of Ukraine "Biological and medical Chemistry" (the chairman is the Corresponding-Member of Academy of Medical Sciences of Ukraine, Prof. Yu.I. Gubsky. The Chair personnel compiled and issued the contemporary manuals in Ukraine language on Biologic and Bioorganic Chemistry.     

When You Find Yourself in a Hole, Stop Digging: Comments on Earth Systems Engineering

In an earlier "Forum" article in this journal, Brad Allenby outlined his views of a new approach to managing the unintended consequences of human activity, "earth systems engineering." He argues that we must develop the tools, institutions, and moral and ethical systems to allow us to "assume an active management role for most global systems." I believe this to be a significant departure from a core concept of industrial ecology: learning from ecosystems how the natural world operates to be able to more effectively design and manage coupled human-natural systems. Such lessons are more likely to lead away from tightly managed, centralized approaches, and favor approaches with as little intervention as feasible. More important, I believe that we are far less likely to learn how to implement earth systems engineering than simpler approaches, hence less likely to minimize environmental damage.     

Are online student evaluations of faculty influenced by the timing of evaluations?

Student evaluations of faculty are important components of the medical curriculum and faculty development. To improve the effectiveness and timeliness of student evaluations of faculty in the physiology course, we investigated whether evaluations submitted during the course differed from those submitted after completion of the course. A secure web-based system was developed to collect student evaluations that included numerical rankings (1-5) of faculty performance and a section for comments. The grades that students received in the course were added to the data, which were sorted according to the time of submission of the evaluations and analyzed by Pearson's correlation and Student's t-test. Only 26% of students elected to submit evaluations before completion of the course, and the average faculty ratings of these evaluations were highly correlated [r(14) = 0.91] with the evaluations submitted after completion of the course. Faculty evaluations were also significantly correlated with the previous year [r(14) = 0.88]. Concurrent evaluators provided more comments that were statistically longer and subjectively scored as more "substantive." Students who submitted their evaluations during the course and who included comments had significantly higher final grades in the course. In conclusion, the numeric ratings that faculty received were not influenced by the timing of student evaluations. However, students who submitted early evaluations tended to be more engaged as evidenced by their more substantive comments and their better performance on exams. The consistency of faculty evaluations from year to year and concurrent versus at the end of the course suggest that faculty tend not to make significant adjustments to student evaluations.     

Future funding policies from non-government sources: the Wellcome Trust

As we enter the 1990s, the Trust is taking on a new and unsought role as a mainstay of University biomedical research. It is to be hoped that recent statements from Government, which appear to recognize the harm being wreaked on the Universities, will prove to be more than pious platitudes.     

Experimental studies in head injury

Summary A method to produce pressure pulses useful in percussion concussion experiments in animals is presented. The pulses can be varied within the range found in acceleration impact pressure patterns in human cadaver skulls.The transmission and distortion of the produced pressure pulses were studied in waterfilled models and in rabbit skulls. Positive pressures are more easily transmitted than negative pressures, particularly through the rabbit skull. The possibility to cause local brain injuries with short negative pressures at the site of input is demonstrated. The vital and cytochemical response of the living animal to pressure pulses will be published elsewhere.This work was supported by grants from the Medical Faculty of the University of Gothenburg, Statens Trafiksäkerhetsråd and Försäkringsaktiebolaget Fylgia.     

三七茎对家兔实验性高脂血症的影响

目的:探究三七茎对家兔实验性高脂血症的影响。方法:将家兔随机分为4组,除对照组外,其余组加喂猪油和胆固醇,并对低剂量组和高剂量组喂以不同剂量的三七茎,利用酶学终点法于给药前和给药后2,4,6周测定其TC、TG、HDL-C、LDL-C值。结果:与对照组比较,高脂组家兔的TC、TG、LDL-C值升高,HDL-C值降低,差异有统计学意义(P<0.05)。与高脂组比较,低剂量组和高剂量组的TC、TG、LDL-C值降低,HDL-C值升高,差异有统计学意义(P<0.05)。结论:三七茎对实验性高脂血症家兔具有降血脂作用。     

Emil Starkenstein--one of the most important personalities of European continental pharmacology in the period between the two world wars

Emil Starkenstein (1884-1942), professor of pharmacology at the German Medical Faculty of Charles University in Prague, was not only an experimental pharmacologist, but also the pioneer of clinical pharmacology. During the World War I (1914-1918) he took advantage of his knowledge of experimental pharmacology for the new approaches to the treatment of bacillary dysentery, cholera and of epidemic typhus fever. In 1918 he published the article "Clinical Pharmacology--Theory and Praxis at the Patient's Bedside", in which he defined the main task of clinical pharmacology as the implementation and verification of experimental pharmacology achievements in clinical therapy. During the period 1921-1933, his scientific interests involved namely analgesic combinations, seasickness therapy and pharmacology of iron. He published more than 240 scientific articles and three textbooks. Emil Starkenstein died on November 6, 1942 as a victim of Holocaust. Starkenstein s collection of more than 20,000 reprints of scientific studies, which has been deposited recently in the Archives of Charles University in Prague is very valuable.     

Histochemical studies on metabolic zonation of the liver in the trout (Salmo gairdneri)

Summary The livers of 26 adult male and female trout were studied histochemically. G6Pase activity was always found to be heterotopically distributed with a constant maximum in the periportal area. In many cases the glycogen content and the activity of phosphorylase predominated in the periportal zone as well. Maximum activity of glucose-6-phosphate-dehydrogenase and malic enzyme, however, could be demonstrated preferentially in the perivenous area. Lactate dehydrogenase, succinate dehydrogenase, alcohol dehydrogenase, acid phosphatase and -glucuronidase were found equally in all liver cells. 3-Hydroxybutyrate dehydrogenase was absent. Thus, the principles of metabolic zonation have been established in trout liver, the architecture of which differs essentially from that of mammals. The course of the terminal afferent and efferent vessels is the decisive factor for the heterotopic localization of functional units rather than the tubular or plate-forming arrangement of the hepatocytes.Supported by Grants from the Deutsche Forschungsgemeinschaft (Sa 127/8-4)Parts of this study were presented as an Inauguraldissertation to the Medical Faculty of the University of Basel     

Gap junctions in human sebaceous glands

Summary An examination of human sebaceous glands by transmission electron microscopy has revealed the presence of gap junctions. The junctions are found in abundance between differentiating cells, and annular forms are also seen. The possible significance of this new finding is briefly discussed.We thank the ENT consultant staff of Royal Prince Alfred Hospital, Sydney, for making tissue available. The co-operation of the director, Dr. D.J.H. Cockayne, and staff of the University of Sydney Electron Microscope Unit is gratefully acknowledged. Mr. E. Foster provided excellent assistance with the photography. -The project was supported by the Consolidated Medical Research Funds, University of Sydney, and the National Health and Medical Research Council of Australia. One of us (N.K.) was the recipient of the Phyllis Anderson Medical Research Fellowship awarded by the Faculty of Medicine, University of Sydney     

Teaching embryology to undergraduates in the Faculty of Education at Dokuz Eylul University in Izmir,Turkey

This report reviews the way in which classical embryology is taught and interpreted at the Buca Faculty of Education, in Dokuz Eylul University (Turkey). This university is one of the leading teacher-education institutions in Turkey. My course is taught with appreciation of the fact that students are thinking ideologically rather than scientifically with regard to creationism and evolution in both cognitive and educational processes. However, this ideological orientation, along with lack of classroom time and material resources, hinders my goal of a student-centered education. Being flexible with regard to philosophical and metaphysical issues on which concepts of evolution and creationism are in conflict, is constructive for student development and represents the approach I endeavor to pursue.     

Prostate cancer pathology, screening, and epidemiology

Recent advances in the understanding of prostate cancer pathology, screening methods, and epidemiology were discussed at the 11th International Prostate Cancer Update. Regarding pathology, Dr. Gary Miller enumerated several factors that lead to the perception of prostate cancer as "unpredictable." These include the disease's multifocal nature, variable progression rates, and the uncertainty regarding the point at which carcinomas metastasize. Screening methods have been the subject of research by the Laval University Prostate Cancer Screening Program since 1988. Dr. Fernand Labrie presented the results of this 10-year study. Dr. Daisaku Hirano presented data from his studies of prostate cancer epidemiology in Japan as compared to the United States. The role of environmental factors, particularly diet, in prostate cancer pathogenesis and development is supported by the increase of the disease in Japan, concurrent with the "westernization" of diet there. Finally, useful information was presented on new computer- and Internet-based diagnostic and research tools.     

基于微信公众平台的医学微生物学微型移动课程资源的建设与实践

随着移动技术的发展和网络的普及,利用移动终端进行微课程的学习将成为新的学习方式。本文尝试利用微信公众平台进行医学微生物学微型移动课程的实践,利用碎片化时间进行移动教学,以弥补传统课堂教学的不足。对微信公众平台在医学微生物微课程教学中的教学效果、优势和存在的问题等进行评价。阐明了基于微信公众平台的医学微生物学微型移动课程在教学领域有着广阔的发展前景。     

For public or profession?--The new GMC performance procedures.

The upheaval in the General Medical Council two decades ago came from doctors not the consumers the council was set up to protect. Since then there have been repeated calls for doctors to improve their self regulation by amending the disciplinary procedures. Private member''s bills have failed and the GMC has now proposed performance procedures to deal with doctors who exhibit a "pattern of poor performance." After months of wide consultation in and outside the medical profession the GMC will decide next week whether to endorse the procedures, which unlike the conduct hearings will be inquiries by peers. Professor Margaret Stacey suggests that the procedures lack clarity, smacking of that "trust me" principle whose subtext is "but I''m not telling you what I''m up to."     

Shaking up biology – our experiences teaching cell biology and biochemistry to a first year undergraduate class through the Canterbury (New Zealand) earthquakes

While most studies concerning how Universities respond to crises are based on simulations, we describe how the University of Canterbury responded to a real crisis, a series of major seismic events that caused significant disruption in 2010/2011. We focus on a single, first-year undergraduate biology course in which we modified our teaching strategies at short notice, introduced tutorials in tents, recorded podcasts, and set online quizzes. The University’s policy on special consideration applications for performance impairment (aegrotats) required us to develop new ways of estimating student grades. Course surveys indicate few changes in student appreciation of the course for earthquake-affected students, and there were no measurable changes in outcomes for these students in the remainder of their studies. We learned many lessons including the advantages of a good working relationship with learning resource providers, having progressive assessment through the term and also having online course delivery. The positive attitude and availability of staff is also important, along with quick decision-making that reduces uncertainty. We suggest that these lessons are pertinent for any crisis situation where weather, health or political incidents prevent a class and its teachers gathering over an extended period of time.