Center for Health Sciences, Oklahoma State University, Tulsa, Oklahoma.
Adv Physiol Educ. 2020 Sep 1;44(3):448-452. doi: 10.1152/advan.00080.2020.
Here, we describe a pedagogical approach that combines didactics with active learning to facilitate integration across physiological systems in a team-taught, graduate-level physiology course. We covered the major physiological systems, with each system preceded by an overview of its evolution/ontogeny to provide a broader perspective. Lectures provided a framework for integration by giving examples of how each system interacted with systems that preceded and followed. In lieu of a final exam, the course culminated in capstone presentations by small groups to promote student-centered learning of integrative physiology. At the beginning of the semester, students were assigned to groups; each group chose from predetermined topics. This allowed them to accumulate information throughout the semester and required them to attend to lecture content to assess how the material applied to their topic, thereby facilitating learning and retention. Faculty were deliberate in choosing material that was presented in each system, and material that was strategically omitted, establishing "gaps" that students filled in their capstone presentations. The final week was dedicated to student preparation for their presentations, which promoted peer-to-peer teaching and problem solving by the group, assisted by faculty as necessary. Capstone presentations demonstrated students' mastery of basic physiological principles and their ability to integrate among physiological systems, and they rated capstone presentations highly in helping with integration and critical thinking. Thus students showed a better understanding of systems physiology and the importance of integration across systems in normal function and in responding to homeostatic challenges.
在这里，我们描述了一种教学方法，将教学与主动学习相结合，以促进在团队授课的研究生生理学课程中整合各个生理系统。我们涵盖了主要的生理系统，每个系统都先介绍其进化/个体发生，以提供更广泛的视角。讲座通过提供每个系统与之前和之后的系统相互作用的例子，为整合提供了框架。作为期末考试的替代，课程以小组的顶点演示为高潮，以促进以学生为中心的综合生理学学习。在学期开始时，学生被分配到小组；每个小组从预定的主题中选择。这使他们能够在整个学期积累信息，并要求他们关注讲座内容，以评估材料如何应用于他们的主题，从而促进学习和保留。教师故意选择在每个系统中呈现的材料，以及有策略地省略的材料，从而在顶点演示中建立学生填补的“空白”。最后一周专门用于学生准备他们的演示，通过小组的同伴教学和解决问题来促进，必要时由教师协助。顶点演示展示了学生对基本生理原理的掌握程度，以及他们在生理系统之间进行整合的能力，他们对顶点演示在帮助整合和批判性思维方面的评价很高。因此，学生对系统生理学有了更好的理解，也认识到在正常功能和应对体内平衡挑战时系统之间整合的重要性。
