Advances in physiology education

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  Año 2006, Número 1

  • LIVING HISTORY OF PHYSIOLOGY: BODIL SCHMIDT-NIELSEN

    W. H. Dantzler

    págs. 1-4

    

  • Teaching the effects of gravity and intravascular and alveolar pressures on the distribution of pulmonary blood flow using a classic paper by West et al

    Michael G. Levitzky

    págs. 5-8

    

  • Is there anything "autonomous" in the nervous system?

    Alberto A. Rasia-Filho

    págs. 9-12

    

  • First-year medical students prefer multiple learning styles

    Heidi L. Lujan, Stephen E. DiCarlo

    págs. 13-16

    

  • Too much teaching, not enough learning: what is the solution?

    Stephen E. DiCarlo, Heidi L. Lujan

    págs. 17-22

    

  • Toward meaningful learning in undergraduate medical education using concept maps in a PBL pathophysiology course

    A. B. Rendas, P. Rosado Pinto, Marta Fonseca

    págs. 23-29

    

  • Resorption of gas trapped in body cavities: comparison of alveolar and pleural space with inner ear and paranasal sinuses

    Radivoje Radi, Sanda Skrinjari¿-Cincar, Sven Kurbel

    págs. 30-32

    

  • Formative assessment can be fun as well as educational

    J. N. Hudson, D. R. Bristow

    págs. 33-37

    

  • Curriculum development and technology incorporation in teaching neuroscience to graduate students in a medical school environment

    Shawnee Sloop, Darrell W. Brann

    págs. 38-45

    

  • What does one mean by "arterial blood oxygenation?"

    E. S. Prakash

    págs. 46-47

    

  • COMPUTER-ASSISTED OBJECTIVE-STRUCTURED PRACTICAL EXAMINATION: AN INNOVATIVE METHOD OF EVALUATION

    Subramanya Upadhya, Sharmila Torke, Reem Rachel Abraham, K. Ramnarayan

    págs. 48-49

    

  • THE BROKEN LECTURE: AN INNOVATIVE METHOD OF TEACHING

    Satheesha B. Nayak

    pág. 48

    

  • Angelo Mosso and muscular fatigue: 116 years after the first congress of physiologists: IUPS commemoration

    Franca Daniele, Camillo di Giullo, Charles Tipton

    págs. 51-57

    

  • A classic learning opportunity from Fenn, Rahn, and Otis (1946): the alveolar gas equation

    Douglas Curran-Everett

    págs. 58-62

    

  • Using a classic paper by Gottschalk and Mylle to teach the countercurrent model of urinary concentration

    David L. Tauck

    págs. 63-66

    

  • Teaching from classic papers: Hill's model of muscle contraction

    Jeffrey W. Holmes

    págs. 67-72

    

  • The Opinion Editorial: teaching physiology outside the box

    Roger W. Moni, Philip Poronnik

    págs. 73-82

    

  • A "how to" guide for developing a publishable Scholarship of Teaching project

    Valerie Dean O'Loughlin

    págs. 83-88

    

  • Pizza and pasta help students learn metabolism

    Renato M. Passos, Marcelo Hermes-Lima, Alexandre B. Sé, Yanna K. M. Nobrega, Vanessa L. Wolff

    págs. 89-93

    

  • Medical Physiology and Experimentation: Reconsidering the Undergraduate Examination Structure

    Stylianos Tsakiris, Apostolos Zarros

    págs. 94-95

    

  • The Blanket Method: a Novel Method of Teaching Peritoneal Relations of Female Reproductive Organs

    Satheesha B. Nayak

    págs. 95-96

    

  • The Rapid-Response: a Break During Lecture

    Mohandas Rao

    pág. 95

    

  • CORRIGENDUM

    pág. 97

    

  • Doing and reporting educational resesarch

    Joel A. Michael

    pág. 99

    

  • Help protect the future of physiology

    Diane H. Munzenmaier

    págs. 100-101

    

  • Living History of Physiology: Carl Gans

    David R. Carrier, Robert Dudley, Raymond B. Huey

    págs. 102-107

    

  • Passing on the legacy: teaching capillary filtration and developing presentation skills using classic papers

    J. Graham McGeown

    págs. 108-112

    

  • Teaching skeletal muscle adaptations to aerobic exercise using an American Physiological Society classic paper by Dr. Philip Gollnick and colleagues

    Gregory A. Brown

    págs. 113-118

    

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

    Hello C. Salgado, Mark W. Chapleau, T. David Jones, David L. Goldstein, Rubens Fazan Jr., Alan Kim Johnson, Maria Jose Alves Rocha, Mariana Morris, Maria C. Irigoyen, Lisete C. Michelini

    págs. 119-123

    

  • Redefining classroom instruction

    Lawrence Schramm, Artin Shoukas, Harry R. Goldberg, Eileen Haase

    págs. 124-127