Chen Y, DiCarlo S E
Department of Physiology, Northeastern Ohio Universities College of Medicine, Rootstown 44272.
Am J Physiol. 1994 Dec;267(6 Pt 3):S37-53. doi: 10.1152/advances.1994.267.6.S37.
We wanted a new and innovative method of engaging students in interactive learning. To this end, we developed an educational tool that compares and contracts the cardiopulmonary responses to exercise in an individual with heart failure with an individual with normal cardiac function. This exercise provides a unique opportunity to analyze, integrate, and interpret the changes associated with heart failure because more is learned about how a system operates when it is forced to perform than when it is idle. In this laboratory, basic anatomical and physiological data about heart failure are provided. Subsequently, figures are presented that illustrate the response of specific cardiopulmonary variables during exercise (e.g., heart rate, cardiac output, blood pressure), and the students are challenged to analyze and assimilate information from figures, answer questions, make calculations, and plot graphs. The answers to the questions are provided. The students reported that this tool was an interesting and thoughtful approach to learning cardiopulmonary physiology. We conclude that this method is pedagogically sound inasmuch as students are forced to draw conclusions with directed exercises and questions.
我们想要一种全新且创新的方法，让学生参与互动式学习。为此，我们开发了一种教育工具，用于比较和对比心力衰竭患者与心功能正常者运动时的心肺反应。这项练习提供了一个独特的机会，来分析、整合和解读与心力衰竭相关的变化，因为当一个系统被迫运转时，比它闲置时能学到更多关于其运作方式的知识。在这个实验室中，提供了有关心力衰竭的基本解剖学和生理学数据。随后，展示出说明运动期间特定心肺变量（如心率、心输出量、血压）反应的图表，要求学生分析和吸收图表中的信息、回答问题、进行计算并绘制图表。问题的答案也会给出。学生们表示，这个工具是学习心肺生理学的一种有趣且深入的方法。我们得出结论，这种方法在教学上是合理的，因为学生们被迫通过定向练习和问题得出结论。
