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Learning physiology requires students to apply physical and chemical principles to the study of biological systems. Unfortunately, many undergraduate anatomy and physiology (A&P) students are unprepared for this due to a lack of prerequisite knowledge in physics and chemistry. This lack of prerequisite knowledge of chemistry and physics makes learning physiology especially difficult and may contribute to the high failure rates among A&P courses nationwide. However, undergraduate physiology courses catering to biology majors often require more stringent chemistry and physics prerequisites that help prepare students to learn physiology. This study compared prerequisite requirements in chemistry and physics between A&P classes for health-related majors and physiology classes for biology majors across numerous four-year institutions and found striking differences in prerequisite preparation between the two groups. 62% of physiology courses for biology majors required a chemistry prerequisite while only 18% of A&P classes for health-related majors had the same requirement. As a result, students entering physiology courses for biology majors may have a better foundation upon which to learn physiology than students entering A&P for health-related majors.

Facilitating the learning of physiology by allied health majors who lack foundational coursework in biology and chemistry presents unique pedagogical challenges. By focusing on the strengths of this group of learners (team skills, interest in applied physiology), a new mechanism for conveying the primary interconnection and synergism of the body's organ systems was developed: the Great Organ Systems Debates. After learning sequentially about the primary organ systems, the Debates are a culminating, integrative experience, where students "debate" the relative importance of their system in different situations. Used and refined over several years, it is an engaging, interactive, and effective learning tool that could be adapted to almost any level of instruction.

During the pandemic, the use of question pools for online testing was recommended to mitigate cheating, exposing multitudes of science, technology, engineering, and mathematics (STEM) students across the globe to this practice. Yet instructors may be unfamiliar with the ways that seemingly small changes between questions in a pool can expose differences in student understanding. In this study, we undertook an investigation of student performance on our questions in online exam pools across several STEM courses: upper-level physiology, general chemistry, and introductory physics. We found that the difficulty of creating analogous questions in a pool varied by question type, with quantitative problems being the easiest to vary without altering average student performance. However, when instructors created pools by rearranging aspects of a question, posing opposite counterparts of concepts, or formulating questions to assess the same learning objective, we sometimes discovered student learning differences between seemingly closely related ideas, illustrating the challenge of our own expert blind spot. We provide suggestions for how instructors can improve the equity of question pools, such as being cautious in how many variables one changes in a specific pool and "test driving" proposed questions in lower-stakes assessments.

Previous statistical studies found that polymathic networks of vocational and avocational interest predominate among Nobel Prize winners, discriminating them from less-successful peers. Here we confirm qualitatively and phenomenologically that this multidisciplinarity is a considered creative strategy. Peers often recognize Nobel laureates as "Renaissance" intellects; Nobel Prize committees often award their prizes for transdisciplinarity and integration; Nobel laureates often describe their polymathy as conscious choice to optimize creative potential. That so many Nobel laureates should develop diverse interests and harness them to creative ends is, probably, the result of a confluence of factors. Laureates experience, on average, enhanced access to education; they train differently and more broadly than their peers; they retrain and extend themselves as serious amateurs; and they meld vocational and avocational sets of skills and knowledge into integrated networks of transdisciplinary enterprise. In effect, this combinatorial approach to learning and doing enables them to perceive unusual problems at the intersections of disciplines, to transfer ideas and techniques from one field to another, and/or to synthesize knowledge across domains. Specializing in breadth can be a path to innovation comparable to, and (at least in terms of Nobel Prizes) arguably better than, specialization alone.

This article describes a simple and inexpensive "shock and awe" classroom demonstration for understanding the importance of carbon dioxide (CO[subscript 2]) in acid-base regulation. Before class, a solution was prepared by adding sodium bicarbonate and universal indicator solution to a sample of distilled water contained in a standard plastic water bottle. Upon arriving to class, the students observed the blue-violet solution and were told that the solution could be considered a surrogate for the arterial blood. At this point, a small piece of solid CO[subscript 2] (dry ice) was dropped into the bottle and a balloon, filled with confetti, was placed over the opening of the bottle. As expected, the solution rapidly turned bright pink/red as the solid CO[subscript 2] underwent sublimation and filled the balloon. At this point the balloon was "popped", making a loud noise and flying confetti about the room contributing to the "shock and awe" appeal. Furthermore, CO[subscript 2] was released simulating ventilation. To simulate hyperventilation, a piece of tubing connected to a hand bicycle pump was inserted into the bottle and air was pumped into the solution. As expected, the solution slowly changed from red to orange to yellow to green and finally approached blue as CO[subscript 2] was forced out of the solution. This straightforward and easy to perform demonstration provoked intense interest and provided a memorable learning experience by attracting and sustaining attention and increasing students' motivation to focus on the material.

"Chemistry of Concepts" and "Historical Sense". On Philosophical Concept Formation. The question concerning concepts and their relations to objects and words has had a long and controversial history. Recently, it is challenged by an anew turn towards objects and an emphasized object-oriented ontology. The article argues that one reason for this is the reduction of concepts towards pure rational constructions and offers arguments for alternative understandings. In this context, the article proposes a re-reading of Nietzsche's particular approach and shows that Nietzsche's thought is decisively shaped by the sciences of his time, especially physiology and chemistry. Before the background of the recent increase in research interest on Nietzsche and the sciences the article examines place and function of the sciences related to the genealogy and justification of concepts. Opposing a strong naturalist reading it makes a plea for understanding Nietzsche's epistemological critique concerning concepts systematically as a triple one: philological, physiological, and historical., (© 2015 WILEY-VCH Verlag GmbH & Co. KGaA, Weinheim.)

The Nobel Prize was established by Alfred Nobel in 1901 to award people who have made outstanding achievements in physics, chemistry and medicine. So far, from 852 laureates, 45 have been female. Marie Curie was the first woman to receive the Nobel Prize in 1903 for physics and eight years later also for chemistry It is remarkable that her daughter Irene and her husband also received the Nobel Prize for chemistry in 1935. Other two married couples, Cori and Moser, have also been awarded the Nobel Prize. The present commentary attempts to show the female participation in the progress of scientific activities.

The application of physico-chemical principles has been routinely used to explain various physiological concepts. The Nernst equation is one example of this, used to predict the potential difference created by the transmembrane ion gradient resulting from uneven ion distribution within cellular compartments and the interstitial space. This relationship remains of fundamental importance to the understanding of electrical signaling in the brain, which relies on current flow across cell membranes. We describe four distinct occasions when the Nernst equation was ingeniously applied in experimental design to illuminate diverse cellular functions, from the dependence of the action potential on Na[superscript +] influx to K[superscript +] buffering in astrocytes. These examples are discussed with the aim of inspiring students to appreciate how the application of seemingly textbook-bound concepts can dictate novel experimental design across physiological disciplines.

We describe a 3-hour session that provides students with the opportunity to review basic lab concepts and important techniques using real life scenarios. We began with two separate student-engaged discussions to remind/reinforce some basic concepts in physiology and review calculations with respect to chemical compounds. This was followed by activities designed to have the students examine and identify a wide variety of errors that can be made when taking/prescribing medication. This ultimately led to a discussion of whether a particular error can be considered "significant". In our (teaching laboratory/medical) context, the term "significant" meant an error or mistake that demands attention, as it is consequential towards the outcome. Hands-on experience of making solutions allowed the students to critically assess and attribute error prone steps to specific techniques including: calculations (including dimensional analysis), weighing out material (accuracy in weighing and the precision limits of the balance) and the role solubility can play in making homogeneous solutions. The pipetting activity gave the students hands on and scenario based opportunities to distinguish between accuracy and precision and to identify sources.

The present paper examines whether there exists a change in the concentration of carbon dioxide that is trapped in the surgical facemask during the procedure of respiration and whether the results of the sequestered CO[subscript 2] can have harmful effects on the human organism. In order to answer the research questions, an experiment has been designed and implemented, with the use of an Arduino microcontroller (Arduino UNO) and a gas sensor (MQ-135). The experiment was conducted by measuring the exhaled CO[subscript 2] concentration level using an appropriate experimental layout--at first without a surgical mask and then while wearing one. This procedure is repeated three times; therefore, the experiment is divided into three stages. In every stage there is change as far as the respiration method is concerned: first, the measurement takes place without the ongoing use of a surgical mask, then while wearing it, and finally while wearing it after 45 min of use. According to the results of the experiment, there is an observation of sequestration of carbon dioxide trapped in the mask.

Plagiarism is not an issue observed only among students; rather, it also occurs in the publications of researchers in academic journals. The current study explored how Nobel laureates, with the highest possible academic status in the world, engage in text borrowing. A list of 91 laureates in physics, chemistry, physiology and medicine, and economics from 2006 to 2015 were identified and their publications were collected and analysed using Turnitin software. The findings of the current study revealed that Nobel laureates' journal publications outperform those of their counterparts in terms of text borrowing, even though there are still incidences of extensive text borrowing and the lack of appropriate citations observed in their publications. Most of the text borrowing in question consists of self-plagiarism and methods section text, in agreement of earlier research findings. In addition, papers by authors whose affiliated institutions are located in English-speaking countries exhibit fewer incidences of text borrowing than papers by authors whose affiliated institutions are located in non-English-speaking countries, whereas the number of authors does not play a significant role in text borrowing.

Students commencing tertiary education enter through a number of traditional and alternative academic pathways. As a result, tertiary institutions encounter a broad range of students, varying in demographic, previous education, characteristics and academic achievement. In recent years, the relatively constant increase in tertiary applications in Australia has not translated to an increase in student retention or graduate numbers. The Health Sciences discipline typically falls within this paradigm, prompting various approaches to promote academic success and overall student retention. In this study, the demographic and previous education of health science students at an Australian University, were analysed along with first year science grades from a core first year anatomy and physiology unit. A generalized linear model (GLM) demonstrated statistically significant relationships between performance in the unit (measured by grade point average) and year 12 Australian Tertiary Admissions Rank (ATAR) subjects (human biology and chemistry; p<0.001) and gender (p<0.001). No significant performance correlation was observed with household socioeconomic status, as measured by socio-economic indexes for areas. Taken together, the results from this study facilitate estimation of academic success by some parameters prior to their commencement at University.

ORT is the administration of fluid by mouth to prevent or correct the dehydration that is a consequence of diarrhea. Through the ages, and in most cultures, many claims to have used various types of fluids for their children during diarrhea. In the Indian sub-continent, the use of rock salt with soft cooked rice in a thick gruel has been reported as far back as 3000 years ago. But effective and safe treatment had to wait the discovery of the scientific basis for oral therapy. Most of the trials necessary for this were conducted at CRL/ICDDR,B during the period 1964 to 1968. In 1975, based on the work performed at CRL/ICDDR, B, UNICEF and WHO agreed on a single formula oral rehydration solution, and this has become known as ORS. This formula results in safe and optimal absorption of essential electrolytes and thus rehydration. ORS consists of 4 constituents: 1. sodium chloride, 3.5 grams; 2.trisodium citrate, dihydrate, 2.9 grams; 3. potassium chloride, 1.5 grams; 4. glucose, 20,0 grams; these are to be dissolved in 1 liter of clean drinking water. ORS is generally provided pre-packaged in a dry form to be reconstituted when required., (full text)

Promoting student engagement and academic achievement in first-year anatomy and physiology courses. "Adv Physiol Educ" 43: 443-450, 2019; doi:10.1152/advan.00205.2018. Students from three undergraduate programs at James Cook University, Queensland, Australia, studying combined first-year anatomy and physiology courses, showed different academic achievement in physiology. Physiotherapy students were more active and social when completing learning tasks and achieved significantly higher grades in physiology compared with students enrolled in Sport and Exercise Science and Occupational Therapy programs. To promote academic engagement and achievement by all three groups, discussion questions, case studies, and study guides were included. The aim of this study was to investigate the effectiveness of using these modified resources to promote active learning, enhance academic social interactions, and provide a supportive learning environment. The occupational therapy students showed increased academic achievement (from 57.9 to 66.5%) following implementation of the new resources, but there was no change in the already high-performing physiotherapy students (73.1%) and, more concerningly, the sport and exercise science students (from 54.6 to 56.7%). Fewer sport and exercise science students had prior learning in chemistry (30.4% of participants) and also spent little time outside class studying (8 h/wk), compared with the physiotherapy cohort (70.0% chemistry; 13 h/wk studying). Findings of this research demonstrate that creating a supportive and active learning environment are important factors in promoting the learning of physiology for some cohorts. Background knowledge, academic self-regulatory skills, and the experience of teaching staff are factors that must be considered when endeavoring to increase student academic achievement. Future studies should examine the effect of students' academic self-regulation and the use of remedial chemistry classes when learning physiology.

In the nineteenth century chemistry was separated from medicine and reorganized as a "pure" academic science. Those left-over parts of chemistry that were more oriented towards medical application formed the nucleus of modern physiological chemistry, but could usually only exist in connection with other subjects. Especially the combination with physiology proved to be stable. Discipline building was delayed by the fact that a lot of physiologists resented a separation from physiology. Also in Göttingen physiological chemistry was attributed to the Physiological Institute, but initially still had close connections with the General chemical Laboratory. At the end of the nineteenth century a first attempt to establish itself as a discipline together with hygiene failed. Physiological chemistry stayed a part of physiology until 1939 when the Institute of Physiological Chemistry was finally founded. The Göttingen way is characteristic for the general establishment of the discipline in Germany.

In an open random allocation trial of 50 patients, 25 had abortion induced vaginally with gemeprost (16.16-dimethyl-trans-delta squared- prostaglandin E1 methyl ester; PGE) 1 mg pessaries inserted into the posterior fornix. The remainder received 7.5 mg PGE2 in a gel inserted into the extraamniotic space. Following the administration of 2 doses of PGE2 gel, abortion was achieved in 100% of the cases within 24 hours, whereas the group treated with a maximum of 3 gemeprost pessaries administered at 3-hour intervals only achieved abortion within 24 hours in 76% of the cases. 3 doses of gemeprost pessaries are the cost equivalent of 2 doses of PGE2 gel.

The purpose of this study was to explore the role of feedback based on self-efficacy belief sources in the reciprocal interaction of teaching performance and self-efficacy beliefs. A single case study design was employed to address and began to bridge the gap in our understanding of the relationship between feedback, self-efficacy belief and teaching performance. The data for this study were collected in the form of semi-structured interviews from 6 volunteer 5th-grade chemistry student teachers. The data were analyzed based on an inductive analytical approach. The results indicated that different types of feedback based on self-efficacy belief sources directly affected the student teachers' self-efficacy beliefs and teaching performance. It may be concluded that different types of feedback provided key paths for student teachers to better understand their own developing teaching performance and that of other teachers.

In both 2016 and 2019, the NCLEX-RN (National Council Licensure Examination -- RN computerized exam) test plan outlined 15% of content as "pharmacological and parenteral therapies". The test plan also includes physiological sciences. The topics of pharmacology encompass the review of drug action in living organisms, such as humans. As such, reviewing correlations of molecular structure and functional groups is a recurrent topic in pharmacological education and prerequisite courses. Many nursing students are required to participate in a specific curriculum, prior to matriculation, which covers pharmacology as it pertains to healthcare. The interdisciplinary topics of healthcare and chemistry, advanced pharmacology, pharmaceuticals, and biochemical pathways in human physiology are apparent in multiple undergraduate nursing program curricula. Here, we have an opportunity for the development of a first year Bachelor of Science in Nursing (BSN) chemistry for health professions course that would introduce molecular structure-function relations concerning pharmacological topics and human physiology chemical pathways. A chemistry computer lab exercise was design to complement undergraduate health professions nursing school chemistry classroom lectures on molecular structure--function relations. Online 2D molecular drawing software was employed as a tool for visualizing a list of molecules to primarily help students understand OTC (over-the-counter) drug "active ingredient" structure pertaining to drug function and biological agents in human physiology. Student responses highlight positive feedback to this useful exercise and further recommendation for use in ongoing undergraduate health professions courses.

Assessment and evaluation tools and instruments are developed to measure many things from content knowledge to misconceptions to student affect. The standard validation processes for these are regularly conducted and provide strong evidence for the validity of the measurements that are made. As part of the suite of validation tools available to researchers and practitioners, response process validity studies are an important component for the development and study of multiple-choice or forced-response items. An assessment was developed to measure the scale literacy skills of students in General Chemistry. The initial validation of this instrument was reported earlier, with the response process validity work now presented here to complement the previous study. In addition to the validity work with students in General Chemistry, an additional study was conducted with students in Anatomy and Physiology, as part of the validation studies as the assessment was moved into this new discipline. The process used, threats identified, and implications of these identified threats are reported.

Potassium is the main intracellular ion in prokaryotic and eukaryotic cells and is essential for their functions, making potassium one of the most important electrolytes in physiology. In humans, potassium plays a vital role in several physiological functions, including the maintenance of fluid balance, generating the membrane potential of cells, the central nervous system, vascular tone and regulating heart and muscle contractions. Thus, potassium is essential to life.

This study provided empirical support for tutor-led study groups using a physiological measurement and study survey data. The scope of this preliminary study included determining differences in biology and chemistry study group members' (N = 25) regarding learning styles and pulse rate changes. As hypothesized, there was significant evidence that pulse rate decreased during the sessions, suggesting less stress. Significant differences in final and initial pulse rate were found for biology students when their learning style was matched to the style of instruction. The results suggest that gearing instruction styles to students' learning styles may reduce learning stress in some cases. (Contains 2 tables and 1 figure.)

This project presents a model for the development of an innovative, highly-experimental teaching laboratory course that centers upon collaborative efforts between recent alumni currently enrolled in Ph. D. programs (consultants) and current faculty. Because these consultants are involved in cutting-edge research, their combined talents represent a much wider range of expertise than any individual faculty member could bring to teaching laboratory development. Furthermore, the consultants' understanding of the context of the institution and its curriculum uniquely qualifies them to serve in this capacity. In this particular project, this model was applied to laboratory course development for Biology 308, a course in cellular vertebrate physiology. Consultants were selected who were involved in research in the areas of renal cell physiology, cell motility, hormonal signaling, immunology, and neurology. Each consultant's experimental system was used to develop a teaching exercise that investigates topics relevant to the course. These are areas covered in Biology 308 that were either not previously represented in the laboratory course, or the original exercise in these areas was highly routine and unengaging. The project has significantly increased the breadth of expertise at Knox. In addition, course evaluations have indicated that the students find the lab course more interesting and significant. Students are more thoroughly engaged with the exercises because they feel they have a greater stake in their outcome. (Contains 3 figures and 1 table.)

Basic cardiac electrophysiology is foundational to understanding normal cardiac function in terms of rate and rhythm and initiation of cardiac muscle contraction. The primary clinical tool for assessing cardiac electrical events is the electrocardiogram (ECG), which provides global and regional information on rate, rhythm, and electrical conduction as well as changes in electrical activity associated with cardiac disease, particularly ischemic heart disease. This teaching review is written at a level appropriate for first-and second-year medical students. Specific concepts discussed include ion equilibrium potentials, electrochemical forces driving ion movements across membranes, the role of ion channels in determining membrane resting potentials and action potentials, and the conduction of action potentials within the heart. The electrophysiological basis for the ECG is then described, followed by discussion on how ischemia alters cellular electrophysiology and ECG recordings, with particular emphasis on changes in T waves and ST segments of the ECG.

After viewing the rise of "scientific medicine" around the middle of the previous century, it is shown how the new subject of clinical chemistry arose as an interdiscipline by the constant interaction of organic chemistry and medicine. From this historical perspective, certain conclusions are drawn that are relevant to present-day clinical chemistry.