Assessing prebaccalaureate human physiology courses.

Two surveys were conducted between 1994 and 1996. The purpose of the initial survey was to obtain demographic information about prebaccaulareate human physiology courses. Of the 117 responding physiology departments, 50% offered human physiology at the prebaccalaureate level to 14,185 students during the 1994-1995 academic year. The mean was 245 students per year (+/- 30 SE). Class size was limited by 44% of the respondents. Prebaccaluareate human physiology was offered as a separate course from anatomy by 93% of the departments. Sixty-one percent scheduled the course once a year. The purpose of the second survey was to determine how physiology departments evaluated prebaccalaureate physiology courses and faculty. All responding departments utilized student feedback; 38% of the departments included physiology chair review, 38% peer review, and 9% allied health faculty review. Twenty-eight percent of allied health programs evaluated the course. Results indicated that, whereas a significant number of undergraduate students are enrolled in prebaccaluareate physiology courses annually, those courses appear to lack formal, consistent formative evaluation.

Low magnetic field effects on embryonic bone growth.

Pulsed electromagnetic fields [EMF] and electric fields have been demonstrated to promote osteogenesis and wound healing. Pulsed EMF's have been approved since 1979 by the FDA, and are highly effective in the treatment of non-union fractures. Increased linear growth, cellular proliferation, cAMP and uptake of tritiated thymidine have been documented on short term exposure. Yet the mechanisms and the changes that occur have been difficult to quantify. Fluorescence, light, and electron microscopy were utilized in this study to assess any histological changes in bone. During incubation chick embryos were exposed to magnets oriented in various positions. Controls were oriented similarly using galvanized steel plugs. Field density in the center of the field was measure by a gaussmeter with a transverse probe. Each chick embryo in its magnetic field was isolated from the magnetic fields of others by being encased in a steel box. Intramembranous [calvaria] and endochondral [tibia] ossification were studied. Fluorescent dyes were micropipetted intravascularly at various stages of chick development. The tissues were fixed in methacrylate and stained for histomorphological study.

Predictors of success in undergraduate human physiology.

This study tested the hypothesis that measurable attributes in students' backgrounds are related to their successful completion of an undergraduate human physiology course. Demographic, general academic performance, and science achievement data were obtained from student records for students enrolled during the 1995-1996 academic year, and additional demographic data were obtained from students enrolled during the 1996-1998 academic years. A hierarchical logistic regression analysis explored the relationship fo these variables to the percentage of students passing the human physiology course. Predicted passing versus failing showed a sensitivity of 85.5% and specificity of 69.7%. Two independent validations of the logistical regression equation correctly predicted the performance of subsequent groups of students 75.9% and 77.6% of the time.

Endocrine physiology in a patient-centered learning curriculum.

The medical curriculum at the University of North Dakota School of Medicine and Health Sciences has recently been redesigned into a problem-based/traditional hybrid model that utilizes an integrated organ systems-based approach to teach basic and clinical sciences. The number of lecture hours in general has been greatly reduced, and, in particular, lecture hours in physiology have been reduced by 65%. Students learn basic science in small groups led by a faculty facilitator, and students are responsible for a great deal of their own teaching and learning. The curriculum is centered around patient cases and is called patient-centered learning (PCL). The curriculum includes traditional lectures and laboratories supporting faculty-generated learning objectives. Endocrine physiology is taught in year one, utilizing four weeks of patient cases that emphasize normal structure and function of endocrine systems. Endocrine physiology is revisited in year two, which is primarily focused on pathobiology. The PCL curriculum, with emphasis on the endocrine component, is described in detail along with key portions of an endocrine case.