ADVANCES IN PHYSIOLOGY EDUCATION生理学教育进展
ADVANCES IN PHYSIOLOGY EDUCATION(英文缩写 ADV PHYSIOL EDUC),ISSN 1043-4046,eISSN 1522-1229,中文译名:生理学教育进展 是一本学术期刊。本页汇总该期刊的最新影响因子、分区信息以及最新收录于 PubMed 的文献,帮助您快速了解期刊全貌。
发文量统计区间：2025-11-01 至 2026-10-31，按本站收录文献的发表日期统计。
期刊介绍
历年影响因子趋势
| JCR 数据年份 | 影响因子 | JCR 分区 |
|---|---|---|
| 2021 | 2.396 | Q3 |
| 2022 | 2.100 | Q3 |
| 2023 | 1.700 | Q2 |
| 2024 | 1.700 | Q2 |
| 2025 | 1.900 | Q2 |
ADVANCES IN PHYSIOLOGY EDUCATION 最新收录文献
-
1. Teaching Contemporary Lactate Physiology: Why It Is Time to Retire "Lactic Acid".
PMID:日期:2026-09-29The terminology used to teach physiology should reflect contemporary scientific understanding. Although decades of research have fundamentally transformed our understanding of lactate biology, the term lactic acid remains widely used throughout physiology education, textbooks, coaching education, certification programs, and public communication. Under physiological conditions, however, lactate-not lactic acid-is the predominant molecular species, and modern evidence recognizes lactate as an oxidative fuel, signaling molecule, and regulator of metabolism rather than a metabolic waste product. This Perspective argues that physiology education should preferentially adopt terminology consistent with contemporary lactate biology. We discuss the historical origins of the term lactic acid, summarize the scientific advances that have reshaped our understanding of lactate physiology, and propose a practical educational framework for communicating these concepts across diverse learning environments. Aligning educational language with contemporary scientific evidence represents more than a matter of scientific precision; it provides an opportunity to strengthen conceptual understanding while improving the teaching and communication of exercise physiology.
-
2. Bridging basic physiology and clinical reasoning: student perceptions of a case-based collaborative activity with AI support.
2. 连接基础生理学与临床推理：学生对AI支持下基于案例的协作活动的看法PMID:日期:2026-09-17Teaching membrane transport in introductory physiology is challenging because students often struggle to integrate membrane transport, electrochemical gradients, and related mechanisms into clinically meaningful reasoning. To address this problem, a case-based collaborative activity was introduced in a first-year cell physiology course for undergraduate life and medical sciences students. Small groups analyzed a membrane transport disorder, explained the underlying physiological defect, and were permitted to use AI tools during the task. After the activity and short presentation, the students completed the Cell Physiology Bridge & Interaction Survey, an adapted Likert-scale questionnaire assessing perceived links between basic physiology and pathology, perceptions of AI use, and the role of peer interaction in problem-solving. Students reported that the activity strengthened their ability to connect transport mechanisms to disease, increased their confidence in explaining mechanistic failure, and enhanced the relevance of basic physiology to their future studies. AI was viewed as a useful and efficient support tool, but peer discussion remained important for conceptual clarity and deeper understanding. When groups encountered difficulty, students most often reported turning first to AI tools, followed by group discussion. These findings suggest that students perceived a brief, clinically anchored collaborative activity as helpful for connecting mechanistic understanding with clinical reasoning in introductory physiology. Incorporating AI as a supplementary tool may enhance learning efficiency without replacing the critical role of peer collaboration. This study describes a simple, reproducible case-based collaborative activity in an introductory undergraduate physiology course in which students were permitted to use AI tools while solving clinical problems involving membrane transport disorders. The activity was associated with stronger perceived links between membrane transport and disease, greater confidence in mechanistic explanation, and continued reliance on peer discussion for deeper understanding. These findings suggest that AI can support, but should not replace, collaborative learning in physiology education.
-
3. Project-based learning to promote multidisciplinary integration and transferable skills in undergraduate biology students.
3. 以项目式学习促进本科生生物学学生的多学科融合与可迁移技能发展PMID:日期:2026-09-17The growing interdisciplinarity of biological research calls for pedagogical models that transcend disciplinary silos. Here we report the implementation of a 12-week project-based learning course in the third year of a life sciences bachelor's program. The course aimed to foster multidisciplinary integration and develop transferable skills. A total of 675 students over three academic years engaged in thematic group projects linked to contemporary research topics. Students' perceptions were evaluated through anonymous word cloud activities and structured questionnaires administered at the beginning, middle, and end of the course, as well as delayed surveys conducted one to two years later. Results indicate strong short-term engagement and significant perceived gains in multidisciplinary skills, alongside transferable competencies including teamwork, organisation and autonomy, bibliographic research, and scientific communication. Long-term feedback revealed more nuanced perceptions regarding explicit recognition of interdisciplinarity and skill transfer. By incorporating the proposed improvements, this course could serve as a ready-to-use model for undergraduate biology programs in other universities.
-
4. "Gastrointestinal Circuit": an active learning approach to enhance understanding of human digestive system physiology.
4. “胃肠环路”：一种加深对人体消化系统生理学理解的活动学习方法PMID:日期:2026-09-17Physiology education often faces challenges such as limited instructional time, complex content, and low student engagement, leading to high failure rates. This study introduces the "Gastrointestinal Circuit," a low-cost, active learning activity using large visual materials and interactive tasks to enhance undergraduate teaching of gastrointestinal physiology. Seventy students from Nursing, Speech-Language Pathology, and Biological Sciences participated in a pretest-posttest design and opinion survey. Results showed significant learning gains (P ≤ 0.05), particularly in the areas of gastrointestinal hormones and the enteric nervous system, as well as high student satisfaction. Additionally, the 2023 cohort, which participated in the "Gastrointestinal Circuit" activity, outperformed the 2022 cohort, which received only traditional lecture-based instruction, on related exam questions (P = 0.0035). These findings suggest that the "Gastrointestinal Circuit" is an effective and engaging tool for improving physiology education, with potential for further refinement.
-
5. ECGSight: A Digital Caliper Application for Teaching Electrocardiogram Interpretation in Undergraduate Medical Education.
PMID:日期:2026-09-17The interpretation of the electrocardiogram (ECG) is a core competency for medical students and is traditionally taught using paper ECG tracings and physical calipers. As clinical practice increasingly shifts toward digital ECG records, the use of physical calipers on computer screens has become impractical, often leading students to rely passively on automated machine-generated interpretations. To address this gap, we developed ECGSight, an open-source, interactive application built using R and Shiny. ECGSight functions as a digital caliper, enabling users to upload any ECG image, calibrate time and voltage scales, and measure ECG segments and intervals using an intuitive click-and-drag interface. The application provides instant measurements, automatically calculates heart rate and corrected QT (QTc) intervals, and supports active learning through hands-on digital ECG analysis. By facilitating accurate ECG measurement in a digital environment, ECGSight bridges the gap between traditional skill-based learning and contemporary electronic clinical workflows.
-
6. JANATO: A comprehensive approach to exploring anatomy learning experiences and academic development in undergraduate and graduate education in Brazil.
PMID:日期:2026-09-15Teaching and learning anatomy remain challenging in contemporary curricula, requiring strategies to strengthen anatomical knowledge of undergraduate and graduate students who may become educators in this field. A non-degree course combining theory, practice, clinical anatomy guest lectures, human tissue dissection, and research laboratory visits may stimulate academic-scientific pursuits. This study was designed to describe the Anatomy Journey (JANATO), developed by faculty and graduate students, and assesses participants' and organizers' perceptions of its contributions, strengths, and areas for improvement. Data were collected via post-course questionnaires, and the organizing team also participated in a SWOT (strengths, weaknesses, opportunities, and threats) analysis using the World Cafe method. Quantitative data were analyzed descriptively, and qualitative responses underwent content analysis. Evaluations highlighted satisfaction with dissection (97%), prosections (93%), and applied anatomy sessions, while also identifying needs for infrastructure, more flexible scheduling, and expanded pedagogical approaches. Despite these challenges, 97% of participants recommended the course. Approximately 90% of organizers reported academic and professional development, and 75% expressed improved presentation skills, though challenges such as limited institutional support and insufficient incentives were noted. Long-term follow-up revealed that 81.8% of former organizers agreed the experience contributed to their current practice, and 87.3% now hold academic positions. Overall, JANATO successfully promoted anatomy education, professional skills and academic collaboration. The findings point to improvements to enhance its pedagogical impact and accessibility in future editions. This model may guide the development of anatomy-focused and related life sciences programs aligned with evolving demands in training future clinicians and educators.
-
7. Pulse of Surgery: an immersive educational operating room experience for the community.
PMID:日期:2026-09-09Pulse of Surgery is an immersive educational initiative for the general public created in 2011 in partnership with the Department of Cardiovascular and Thoracic Surgery at the University of Louisville Jewish Hospital/UofL Health and the Kentucky Science Center (Louisville, KY). Pulse of Surgery integrates a livestreamed cardiac surgery complemented by real-time bidirectional engagement and discussions with the surgical team and fun hands-on complementary educational activities. The goal of this initiative is to create an innovative, accessible, and equitable platform that may support cardiovascular health awareness and scientific curiosity and help participants envision themselves participating in and making potentially significant contributions to the STEM and health care fields. To date, 33,962 participants have participated in 238 Pulse of Surgery events. Total program reach includes broad community audiences, whereas student survey data came from a small sampling of middle/high school attendees ( = 94 respondents from November 2025 to May 2026, 6th-12th grades). Enthusiastic programmatic ratings included 90% of survey respondents reporting that it was an excellent or good educational experience and 79% reporting that participating improved their understanding of healthy lifestyle choices. The objective of this article is to present a programmatic overview of Pulse of Surgery and summary of participant and teacher feedback, with the aims of sharing our experiences and providing a roadmap for others to reproduce a memorable and educational surgical experience for the public. Pulse of Surgery is a unique immersive experiential initiative for students and community members that integrates a live cardiac surgery complemented by real-time bidirectional engagement and discussions with the surgical team and fun hands-on educational activities. Overarching goals are to promote the health care fields, educate participants in strategies for maintaining cardiovascular health, and inspire the next generations to consider a STEM or health care career.
-
9. Incorporating advanced neuroscience research in undergraduate neuroscience education.
9. 将高级神经科学研究纳入本科神经科学教育PMID:日期:2026-09-09Rapid advances in neuroscience underscore the need to prepare students for a highly competitive academic and research environment. Graduates in science and biomedical disciplines require not only a solid theoretical foundation but also practical knowledge of neuroscientific techniques, analytical methods, and effective scientific communication in order to remain competitive for postgraduate opportunities and active research roles. To address this need, it is essential to enrich undergraduate neuroscience education by incorporating hands-on practical and research experiences into the curriculum. Such experiences can deepen students' understanding of theoretical concepts while equipping them with the practical skills and analytical perspectives necessary to generate and interpret new knowledge. Here, we report three specifically designed short-term research projects implemented as practical components of a third-year undergraduate neuroscience course. These projects cover cognitive-behavioral studies, neuroimaging, neuroanatomy, and anxiety disorders and their effects on cognition and are supervised by established researchers. They are aligned with the theoretical components of the course and run across the 12-wk semester. Within these projects, students review background literature, collect data, perform analyses, and present findings to address defined scientific questions. The projects also include laboratory visits and demonstrations of advanced techniques, such as immunohistochemistry, behavioral testing in rodents, and noninvasive neuroimaging. Assessments are integrated into these activities to evaluate students' knowledge and competence in conducting, documenting, and presenting neuroscience research. Overall, these practical components not only provide valuable insights into neuroscientific methods but also reinforce students' understanding of the fundamental principles of neuroscience. Rapid advances in neuroscience underscore the need to prepare students for a highly competitive academic and research environment. We report specifically designed short-term research projects implemented as practical components of a third-year undergraduate course. Within these projects, students review background literature, collect data, perform analyses, and present findings to address defined scientific questions. These practical components not only provide valuable insights into neuroscientific methods but also reinforce students' understanding of the fundamental principles of neuroscience.
-
10. The creation of freely accessible cardiac physiology and anatomy educational tools: AR, VR, mobile applications, and the Atlas of Human Cardiac Anatomy website.
PMID:日期:2026-08-28With the rapid evolution of virtual teaching technologies, there is a growing demand for accessible, interactive educational tools relative to both cardiac physiology and anatomy. This article presents a suite of free mobile, augmented reality (AR), and virtual reality (VR) applications developed by the Visible Heart Laboratories at the University of Minnesota. These applications leverage real human heart anatomical data and advanced three-dimensional (3-D) imaging to provide immersive simulations that enhance learning for students and professionals worldwide. Designed for broad accessibilities, these applications allow users to explore the intricacies of detailed cardiac anatomy in highly interactive formats including mobile devices and VR platforms. This suite of applications not only democratizes access to high-quality physiological education but also enables learners without access to traditional resources like cadaver labs as a surrogate for hands-on experiences. Early studies suggest that these digital tools improve both comprehension and retention of complex physiological concepts, thus marking significant advancements in medical education of the human heart. Through continued developments and global disseminations, these tools aim to support a future where cardiac physiology education is more inclusive and universally accessible. This article presents a suite of free mobile, augmented reality (AR), and virtual reality (VR) applications developed by the Visible Heart Laboratories at the University of Minnesota. These applications leverage real human heart anatomical data and advanced three-dimensional (3-D) imaging to provide immersive simulations that enhance learning for students and professionals worldwide. Designed for broad accessibilities, these applications allow users to explore the intricacies of detailed cardiac anatomy in highly interactive formats including mobile devices and AR/VR platforms.