Department of Physiology and Biophysics, Rush Medical College, Chicago, Illinois.
Adv Physiol Educ. 2022 Sep 1;46(3):438-442. doi: 10.1152/advan.00005.2022. Epub 2022 Jun 13.
Students often fail to utilize what they know about one topic (e.g., hemodynamics) when attempting to master another topic involving a similar phenomenon (e.g., airflow in airways). What accounts for this difficulty that students have? And how can students be assisted in doing a better job of applying what they already know to new topics? The phenomenon described above is an example of a failure of transfer of learning. However, much is known about the conditions that foster or promote transfer of learning. Applying this emerging knowledge and focusing on the core concepts of physiology can make learning physiology easier and provide students with tools to support lifelong learning. Students often fail to utilize knowledge from prerequisite courses while learning physiology. They also fail to use what they know about one physiology topic when attempting to learn another topic. Much is known about the conditions that foster or promote transfer of learning. Applying this emerging knowledge and focusing on the core concepts of physiology can making learning physiology easier and provide students with tools to support lifelong learning.
学生在试图掌握涉及类似现象的另一主题（例如气道中的气流）时，经常无法利用他们对一个主题（例如血液动力学）的了解。学生为什么会遇到这种困难？如何帮助学生更好地将他们已经知道的知识应用到新的主题上？上述现象就是学习迁移失败的一个例子。然而，人们已经了解了促进或促进学习迁移的条件。应用这些新出现的知识并关注生理学的核心概念可以使学习生理学变得更加容易，并为学生提供支持终身学习的工具。学生在学习生理学时经常无法利用先修课程的知识。他们也无法在尝试学习另一个主题时利用他们对一个生理学主题的了解。人们已经了解了促进或促进学习迁移的条件。应用这些新出现的知识并关注生理学的核心概念可以使学习生理学变得更加容易，并为学生提供支持终身学习的工具。
