Physiology Question-Based Learning: Neurophysiology, Gastrointestinal and Endocrine Systems

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This was parallel to Laiacona et al study which mentioned that a sexual asymmetry exists in semantic memory tasks in a way that a disproportionate deficit of information about plants reported more frequently in male patients; albeit the study was performed in brain damaged individuals. Overall the retention quantity or on the other hand knowledge loss is related to other factors like teaching quality and student performance which have neither been assessed nor are generally easy to assess. Our results showed that the physiology knowledge loss trend is inversely correlated to increments in retention time.

The reason is that physiology is a basic science issue which has the highest applicability in clinical years that a medical student spends. According to the results of this survey, physiology is strongly needed in clinical sectors. If we can teach physiology courses along with clinical topics, it will be more effective for comprehending the pathophysiology of disease in the patients who are being assessed.

This is a support for the authors to convince the authorities of the university to perform the second part of integration vertical in medical education which is previously mentioned in the Introduction. The authors thank Dr Laleh Zaeemzadeh, gynecologist and obstetrician, for English editing of the manuscript. National Center for Biotechnology Information , U. Adv Med Educ Pract. Published online Mar Author information Copyright and License information Disclaimer.

This work is published and licensed by Dove Medical Press Limited. By accessing the work you hereby accept the Terms. Non-commercial uses of the work are permitted without any further permission from Dove Medical Press Limited, provided the work is properly attributed. This article has been cited by other articles in PMC. Abstract Purpose The knowledge loss or longevity of taught lessons is a major concern in medical students and all medical practitioners. Results Findings showed that there was a decreasing trend of knowledge loss from S6 to S Conclusion These findings indicated that the physiology knowledge loss trend is inversely correlated with the time passing.

Keywords: Ahvaz, Iran, medical students, physiology, knowledge loss, retention test, female student. Introduction Traditional medical education is not highly focused on applying the basic sciences to clinical years. Methods This study was conducted on a total of volunteers of medical students of both sexes from 6 th to 15 th semester female: Here are some examples of questions: Which condition can decrease the pulse pressure? A: Hyperthermia. B: Aortic valve stenosis. C: Aortic valve insufficiency. D: Atherosclerosis. Which of the following factors can decrease the glomerular filtration rate?

A: Acetylcholine. B: Norepinephrine. C: Dopamine. D: Prostaglandin E2. What happens if the gastric vagus nerve is cut down? A: The intramural pressure of stomach rises, while gastric volume is increasing. B: Resting intramural pressure of the stomach rises.

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C: Gastric acid secretion increases in the gastric phase. D: Somastatin secretion increases in the cephalic phase. Which action is related to thyroid hormones?

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A: Decreasing carbohydrate intestinal absorption. C: Increasing the time of tension reflexes when there is hyperthyroidism. A: Alpha. B: Beta. C: Delta. D: Theta.


Statistical analysis Data were analyzed using one-way ANOVA followed by least significant differences statistical tests. Results All participants had passed physiology courses within 2 years four consecutive semesters. Open in a separate window. Figure 1. Figure 2. The amount of knowledge loss between male and female medical students. Conclusion Our results showed that the physiology knowledge loss trend is inversely correlated to increments in retention time. Footnotes Disclosure The authors report no conflicts of interest in this work.

References 1. Alam A. Rayner CK, Horowitz M.

Endocrine system anatomy and physiology - Endocrine system lecture 1

New management approaches for gastroparesis. Nat Clin Pract Gastroenterol Hepatol ; Louis: Mosby, Elsevier Science; Fox SI. Human Physiology. The imprint of salivary secretion in autoimmune disorders and related pathological conditions.

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Autoimmun Rev ; Silverthorn DU. An Integrated Approach. Boston: Pearson Education; Cheng HM, Jusof F. Singapore: Springer Nature; Students' convoluted trouble with renal autoregulation: A teaching note for students and physiology educators. The course introduces some of the most common genetic diseases. Three major disciplines are covered during the course within teaching hours: a Basic microbiology and infectious diseases; b Basic and clinical immunology; c Parasitology and tropical medicine.

Each one of these disciplines is taught into two parts: I basic principles and introduction to the scientific background of the discipline followed by II clinical description of various diseases, symptoms, diagnosis, etiology, and treatment.

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The course teaches the role of the microbial agents in patients and in healthy subjects. The course gradually builds sufficient knowledge in the field of medical microbiology and immunology that will prepare the student for his future medical career. Topics covered include bacterial physiology and genetics, introduction to virology and mycology, microorganisms of medical importance bacteria, viruses, fungi and parasites hours , principles of molecular and cellular immunology, and immunopathological disorders 40 hours.

Laboratory exercises are offered as part of the course that will provide hands-on experience with basic microbiological and immunological techniques 10 practical hours.

The course is designed to teach principles of organization of the nervous system and give an appreciation of the biology of the nerve and neurological cells. Gross and microscopic anatomy of the nervous system will be presented as an Inter-disciplinary course. Lectures deal with the cytology of nerve cells and their processes, synapses, neurological cells and nerve sheaths, axoplasmic flow and growth of nerve processes area also considered.

Architecture and organization of the cerebral cortex and spinal cord as related to functions. Neurological case studies are included as an integrated approach to the curriculum. The overall aim of this course on public health is designed to provide an introduction to basic epidemiology, study designs, research methodology, and their practical usage in public health in making inferences by applying appropriate principles from biostatistics. Lectures, reading materials, videos, assignments and field trips are designed to provide an understanding on emerging chronic and infectious diseases, outbreak investigations, understanding of health systems, health care disparities, and ways to counteract it by applying appropriate preventive approaches and the principles of health care policies and management in providing equitable access to health care.

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The course is designed to teach pharmacodynamic and pharmacokinetic principles of pharmacology. In addition the properties of specific drugs or classes of drugs are discussed in terms of: mechanisms of action, therapeutic uses, adverse effects, drug interactions and contraindications. Emphasis is given on the selection of drugs for treatment in a given clinical scenario, Drugs to be avoided and to learn the impact of drug interactions.

The course is designed to provide complete authoritative and current pharmacologic principles.

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Clinical pharmacology and pharmacogenetic principles are also an integral part of the course. Students will also be updated with newer drugs, mechanisms and safety profile. Lectures and Problem based learning exercises using clinical scenarios will be key to teaching the students. Pathology is the bridging discipline that connects basic sciences with clinical practice. Students are taught basic concepts regarding different types of injurious stimuli etiology , Mechanism of disease development pathogenesis , Gross and microscopic changes morphologic Changes and Functional consequences of these changes Clinical Manifestations.

In Pathology II, basic knowledge is utilized in understanding the diseases process affecting different organ systems. Lectures, Small group discussions and Problem based learning are the different types of teaching modalities used during Pathology I and II. Behavioral Sciences I BS is taught in 80 hours in the third trimester across 16 weeks.

In the third trimester students are introduced to the concepts of human development, neurobiology of behavior, behavioral psychology, and social behavior components of behavioral sciences. Students will be able to develop a thorough understanding of psychological and biological basis of various psychiatric disorders across different age groups childhood, adulthood, and geriatric , and genders.