scholarly journals Realizing the actual magnitudes of aortic diameter and cardiac output: a multisensory learning approach

2021 ◽  
Vol 45 (2) ◽  
pp. 322-326
Author(s):  
Nuria Farré ◽  
Isaac Almendros ◽  
Jorge Otero ◽  
Daniel Navajas ◽  
Ramon Farré
Keyword(s):  
Cardiac Output ◽  
Clinical Application ◽  
Aortic Diameter ◽  
Learning Approach ◽  
Student Survey ◽  
Adult Humans ◽  
Multisensory Learning ◽  
Physical Quantities ◽  
Multisensory Experience ◽  
Rest And Exercise

The conventional physiology courses consist of theoretical lectures, clinical application seminars, numerical exercises, simulations, and laboratory practices. However, in subjects that involve relevant physical quantities, even students who successfully pass exams may be unable to realize the actual quantities involved. For example, students may know what the values of the aortic diameter and cardiac output are, and they may be skilled at calculating changes in variables without being able to realize the actual physical magnitudes of the variables, resulting in limited understanding. To address this problem, here we describe and discuss simple practical exercises specifically designed to allow students to multisensory experience (touch, see, hear) the actual physical magnitudes of aortic diameter and cardiac output in adult humans at rest and exercise. The results obtained and the feedback from a student survey both clearly show that the described approach is a simple and interesting tool for motivating students and providing them with more realistic learning.

Cardiac output during rest and exercise in desert heat

1979 ◽  
Vol 11 (3) ◽  
pp. 234???238 ◽  
Author(s):  
L. G. MYHRE ◽  
I B ODDERSHEDE ◽  
D. B. DILL ◽  
M. K. YOUSEF
Keyword(s):  
Cardiac Output ◽  
Rest And Exercise

scholarly journals Clinical Application of Cardiac Output During Ramp Exercise Calculated Using the Fick Equation

1997 ◽  
Vol 61 (6) ◽  
pp. 488-494 ◽  
Author(s):  
Hiroshi Yamabe ◽  
Kazushi ltho ◽  
Yoshinori Yasaka ◽  
Mitsuhiro Yokoyama
Keyword(s):  
Cardiac Output ◽  
Clinical Application ◽  
Ramp Exercise ◽  
Fick Equation

Multimedia Elements of Digital Storytelling for Dyslexic Children

2017 ◽  
Vol 14 (2) ◽  
pp. 35 ◽  
Author(s):  
Norzehan Sakamat ◽  
Siti Nabilah Sabri ◽  
Norizan Mat Diah
Keyword(s):  
Digital Storytelling ◽  
Learning Experience ◽  
Learning Approach ◽  
Extensive Literature ◽  
Learning Difficulty ◽  
Emotional Design ◽  
Instructional Approach ◽  
Multisensory Learning ◽  
Common Learning ◽  
The Relationship

Storytelling is considered as an interactive social arts that uses word and gestures to reveal the elements and images of a story while engaging the listener's imagination. Multimedia based digital storytelling learning approach provides interesting, interactive, engaging and multisensory learning experience to children. Children explore new experience and scenarios as new stories are being told. This study concentrates on determining the best combination of elements for designing effective digital storytelling applications specifically for the usage of dyslexic children. Dyslexic children are known to have a common learning difficulty that can cause problems with reading, writing, spelling and comprehension. These applications are design with the objective to help in improving dyslexic children ability in readings and comprehensions. Four elements were derived from extensive literature studies. The elements are multimedia components, multi-sensory instructional approach, emotional design and games design. The relationship among all the elements were determine and described in details as it will be used to contribute to the design and development of the application in further works.  The strength of this study is it models the combinations of technology, psychology and instructional approach as a support components for developing an effective digital story telling learning application for dyslexic children.

A modified single breath method for estimation of cardiac output in humans at rest and during exercise

1987 ◽  
Vol 72 (4) ◽  
pp. 437-441 ◽  
Author(s):  
Y. M. H. Al-Shamma ◽  
R. Hainsworth ◽  
N. P. Silverton
Keyword(s):  
Cardiac Output ◽  
Normal Subjects ◽  
Random Errors ◽  
O2 Uptake ◽  
Mean Values ◽  
Single Breath ◽  
Expired Gas ◽  
The Mean ◽  
Rest And Exercise ◽  
Single Breath Method

1. This study was undertaken to determine the accuracy of a modification of a single breath method for estimation of cardiac output. The technique incorporated a single rebreathing stage followed by a prolonged expiration. Cardiac output was determined from the O2 uptake and the instantaneous changes in O2 and CO2 in the expired gas during the prolonged expiration. 2. The mean values and the random errors (determined from the differences between pairs of estimates) of cardiac outputs in normal subjects at rest and exercise were 5.42 and ± 0.60 litres/min (2 sd, 60 pairs) and 14.1 and ±1.8 litres/min (40 pairs). 3. Larger random errors were obtained in a group of cardiac patients but, except in hypoxic patients, the mean values obtained by the single breath and the direct (Fick) methods were almost identical. 4. We conclude that our modification of the single breath method is simple to use and sufficiently reliable for use in humans both at rest and during steady states of light exercise.

Teaching Model-Driven Engineering in a Master's Program

2022 ◽  
pp. 1586-1611
Author(s):  
Alexandre Bragança ◽  
Isabel Azevedo ◽  
Nuno Bettencourt
Keyword(s):  
Project Based Learning ◽  
Learning Approach ◽  
Master's Program ◽  
Student Survey ◽  
Model Driven Engineering ◽  
Master Program ◽  
Teaching Experiences ◽  
Model Driven ◽  
Software Complexity ◽  
Software Professionals

Model-driven engineering (MDE) is an approach to software engineering that adopts models as the central artefact. Although the approach is promising in addressing major issues in software development, particularly in dealing with software complexity, and there are several success cases in the industry as well as growing interest in the research community, it seems that it has been hard to generalize its gains among software professionals. To address this issue, MDE must be taught at a higher-education level. This chapter presents a three-year experience in teaching MDE in a course of a master program in informatics engineering. The chapter provides details on how a project-based learning approach was adopted and evolved along three editions of the course. Results of a student survey are discussed and compared to those from another course. In addition, several other similar teaching experiences are analyzed.

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