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Renal clearance encompasses a somewhat abstract concept, which makes it a hard-to-visualize phenomenon. It is a confusing topic for students and a difficult task for the instructor to teach. In order to improve or facilitate the teaching-learning process of renal clearance, an alternative strategy is presented here. To properly characterize the components of renal clearance, this didactic model splits renal clearance into two distinct portions of flow rates. The information is organized in a sequential structure, from the simplest ideas to the most complex concepts, assisting both teacher and student in addressing renal clearance.

From a Cartesian perspective of rational analysis, the electric potential difference across the cell membrane is one of the fundamental concepts for the study of physiology. Unfortunately, undergraduate students often struggle to understand the genesis of this energy gradient, which makes the teaching activity a hard task for the instructor. The topic of bioelectrogenesis encompasses multidisciplinary concepts, involves several mechanisms, and is a dynamic process, i.e., it never turns off during the lifetime of the cell. Therefore, to improve the transmission and acquisition of knowledge in this field, I present an alternative didactic model. The design of the model assumes that it is possible to build, in a series of sequential steps, an assembly of proteins within the membrane of an isolated cell in a simulated electrophysiology experiment. Initially, no proteins are inserted in the membrane and the cell is at a baseline energy state; the extracellular and intracellular fluids are at thermodynamic equilibrium. Students are guided through a sequence of four steps that add key membrane transport proteins to the model cell. The model is simple at the start and becomes progressively more complex, finally producing transmembrane chemical and electrical gradients. I believe that this didactic approach helps instructors with a more efficient tool for the teaching of the mechanisms of resting membrane potential while helping students avoid common difficulties that may be encountered when learning this topic.

The geometric configuration and mechanical properties of the integral elements of the respiratory system, as well as the modus operandi of the interacting parts in the ventilation process, comprise a hard-to-visualize system, making the mechanics of pulmonary ventilation a confusing topic for students and a difficult task for the teacher. To clarify, consolidate, or even gain a broader view of this issue, didactic models using balloons, a bottle of water, a glass cylinder, and computer software have been described in the literature, providing excellent pedagogical tools. However, these tools are designed to be applied after a theoretical approach to the issue has already been given in the classroom. In this article, the author presents an analogy for respiratory mechanics to improve and facilitate the learning-teaching process during theoretical classes. The features of two very familiar elements, syringes and springs, and their predictable behaviors are systematically mapped onto the interacting parts of the respiratory system and the ventilation process. The design of the model helps students to visualize the configuration of the various components of the respiratory system, and the analogical reasoning guides their understanding of how these elements interact with each other during the ventilation process. (Contains 4 figures.)

Baroreceptor inputs to nucleus of the tractus solitarius medialis (mNTS) neurons can be differentiated, among other features, by their response to vanilloid or purinergic agonists, active only on C- or A-fibers, respectively. A major aim of this study was to examine whether neurons of NTS centralis (cNTS), a subnucleus dominated by esophageal inputs, exhibit a similar dichotomy. Since it has been suggested that cholecystokinin (CCK), exerts its gastrointestinal (GI)-related effects via paracrine activation of vagal afferent C-fibers, we tested whether CCK-sensitive fibers impinging upon cNTS neurons are responsive to vanilloid but not purinergic agonists. Using whole cell patch-clamp recordings from cNTS, we recorded miniature excitatory postsynaptic currents (mEPSCs) to test the effects of the vanilloid agonist capsaicin, the purinergic agonist α,β-methylene-ATP (α,β-Met-ATP), and/or CCK-octapeptide (CCK-8s). α,β-Met-ATP, capsaicin; and CCK-8s increased EPSC frequency in 37, 71, and 46% of cNTS neurons, respectively. Approximately 30% of cNTS neurons were responsive to both CCK-8s and α,β-Met-ATP, to CCK-8s and capsaicin, or to α,β-Met-ATP and capsaicin, while 32% of neurons were responsive to all three agonists. All neurons responding to either α,β-Met-ATP or CCK-8s were also responsive to capsaicin. Perivagal capsaicin, which is supposed to induce a selective degeneration of C-fibers, decreased the number of cNTS neurons responding to capsaicin or CCK-8s but not those responding to α,β-Met-ATP. In summary, GI inputs to cNTS neurons cannot be distinguished on the basis of their selective responses to α,β-Met-ATP or capsaicin. Our data also indicate that CCK-8s increases glutamate release from purinergic and vanilloid responsive fibers impinging on cNTS neurons.