Breath hydrogen testing as a physiology laboratory exercise for medical students.

1992 ◽  
Vol 262 (6) ◽  
pp. S25
Author(s):  
R G Montes ◽  
R F Gottal ◽  
T M Bayless ◽  
T R Hendrix ◽  
J A Perman
Keyword(s):  
Medical Students ◽  
Teaching Tool ◽  
Breath Hydrogen ◽  
Trained Subjects ◽  
Laboratory Exercise ◽  
Excellent Teaching ◽  
System A ◽  
Physiology Laboratory ◽  
Carbohydrate Digestion ◽  
Expired Air

Breath hydrogen testing (BHT) is a simple and reliable method for identifying impaired carbohydrate absorption. We describe a laboratory exercise in physiology for medical students using BHT as the teaching tool. The students collect fasting samples of expired air from each other using a simple nasal prong technique. They then drink one of several different aqueous carbohydrate solutions. Additional samples of expired air are collected by the students at 90 and 120 min after substrate ingestion and are analyzed by gas chromatography. Between sampling periods, discussions of digestive physiology are provided by the faculty. Students tabulate their BHT results as well as recording any symptoms using a standard scoring system. A total of 460 students have participated. We found that the percentage of students who malabsorbed a given substrate was similar each year. The results obtained in these student exercises closely parallel those reported in the literature. We conclude that BHT is an excellent teaching tool for illustrating carbohydrate digestion and absorption, even when performed by minimally trained subjects.

scholarly journals Radiographic interactive teaching tool for first‐year medical students taking gross anatomy

2006 ◽  
Vol 20 (4) ◽  
Author(s):  
David A. Morton ◽  
K. Bo Foreman ◽  
R. Bren Blackham ◽  
Kathryn Koehn ◽  
Christine M. Eckel ◽  
...  
Keyword(s):  
Medical Students ◽  
Gross Anatomy ◽  
First Year ◽  
Teaching Tool ◽  
Interactive Teaching ◽  
First Year Medical Students

Pulmonary circulation demonstration using an isolated rat lung model.

1998 ◽  
Vol 275 (6) ◽  
pp. S85
Author(s):  
T C Resta ◽  
L M Eichinger ◽  
R D Russ ◽  
B R Walker
Keyword(s):  
Pulmonary Circulation ◽  
Lung Model ◽  
Physiological Data ◽  
Teaching Tool ◽  
Rat Lung ◽  
Laboratory Exercise ◽  
Vascular Physiology ◽  
Basic Concepts ◽  
Isolated Rat Lung ◽  
Experimental Preparation

We have developed a pulmonary circulation laboratory exercise that effectively illustrates basic concepts typically taught in a graduate physiology curriculum. The demonstration uses an isolated, perfused rat lung model to delineate the mechanisms by which pulmonary vascular resistance can be altered either passively or in an active manner by contraction or relaxation of vascular smooth muscle. The exercise further offers an opportunity to closely observe an experimental preparation commonly used to study the pulmonary circulation and allows students the opportunity to interpret the resulting physiological data. Student evaluations indicate that the demonstration was received with enthusiasm and provides an effective teaching tool for reinforcing concepts in pulmonary vascular physiology.

scholarly journals Is an obesity simulation suit in an undergraduate medical communication class a valuable teaching tool? A cross-sectional proof of concept study

BMJ Open ◽  
2019 ◽  
Vol 9 (8) ◽  
pp. e029738
Author(s):  
Anne Herrmann-Werner ◽  
Teresa Loda ◽  
Lisa M Wiesner ◽  
Rebecca Sarah Erschens ◽  
Florian Junne ◽  
...  
Keyword(s):  
Medical Students ◽  
Role Play ◽  
Overweight And Obesity ◽  
University Hospital ◽  
Secondary Outcome ◽  
Teaching Tool ◽  
Proof Of Concept ◽  
Cross Sectional ◽  
Concept Study ◽  
Advantages And Disadvantages

ObjectiveWith the growing prevalence of overweight and obesity, medical students should be prepared to engage in weight management and obesity-related communications in order to prevent patients from having stigmatising experiences. In addition, medical students should have training to reduce anti-fat prejudices.DesignCross-sectional proof of concept study.SettingUniversity Hospital Tuebingen, Germany.Participants246 participants (207 second-year medical students, 13 standardised patients (SPs) and 22 teachers) took part in the study.Primary and secondary outcome measuresThe primary outcome was the assessment of degree of reality of the encounter with the SP wearing an obesity simulation suit (OSS). The secondary outcome was the evaluation of students’ awareness and prejudice against patients with obesity in a simulated role play. Additionally, a description of the advantages and disadvantages when using such a teaching tool is delivered.ResultsThe OSS contributed to a realistic perception of the patient group depicted in a role play according to students, teachers and SPs. OSS body mass index estimation by students, teachers and SPs correctly was over 30 kg/m2—thus in the range of obesity. In a selected subscale of the Anti-Fat Attitudes Test, students showed significantly stronger anti-fat stigmatisation compared with teachers and SPs.ConclusionsAn OSS worn by an SP is a valuable teaching tool to raise awareness about patients with obesity. It gives a realistic picture of the encounter. Stigmatisation was low in general but was especially present in the students. Further research should include intervention studies to address this issue.

scholarly journals Live streaming of laparoscopic general surgery is a useful teaching tool

2018 ◽  
Vol 100 (3) ◽  
pp. 144-148
Author(s):  
JW O’Brien ◽  
M Natarajan ◽  
K Aryal
Keyword(s):  
Medical Students ◽  
General Surgery ◽  
Live Streaming ◽  
Teaching Tool

Results from a survey of medical students.

Evaluating the performance of the Minute Feedback System : A web-based feedback tool for medical students

2018 ◽  
Vol 215 (2) ◽  
pp. 293-297
Author(s):  
Patrick E. Georgoff ◽  
Gabrielle Shaughness ◽  
Lisa Leininger ◽  
Vahagn C. Nikolian ◽  
Gurjit Sandhu ◽  
...  
Keyword(s):  
Medical Students ◽  
Feedback System ◽  
Web Based ◽  
System A

Teaching acid/base physiology in the laboratory

2010 ◽  
Vol 34 (4) ◽  
pp. 233-238 ◽  
Author(s):  
Ulla G. Friis ◽  
Ronni Plovsing ◽  
Klaus Hansen ◽  
Bent G. Laursen ◽  
Birgitta Wallstedt
Keyword(s):  
Metabolic Acidosis ◽  
Medical Students ◽  
Respiratory Alkalosis ◽  
Theory And Practice ◽  
Single Group ◽  
Acid Base ◽  
Laboratory Exercise ◽  
Base Disorder

Acid/base homeostasis is one of the most difficult subdisciplines of physiology for medical students to master. A different approach, where theory and practice are linked, might help students develop a deeper understanding of acid/base homeostasis. We therefore set out to develop a laboratory exercise in acid/base physiology that would provide students with unambiguous and reproducible data that clearly would illustrate the theory in practice. The laboratory exercise was developed to include both metabolic acidosis and respiratory alkalosis. Data were collected from 56 groups of medical students that had participated in this laboratory exercise. The acquired data showed very consistent and solid findings after the development of both metabolic acidosis and respiratory alkalosis. All results were consistent with the appropriate diagnosis of the acid/base disorder. Not one single group failed to obtain data that were compatible with the diagnosis; it was only the degree of acidosis/alkalosis and compensation that varied.

scholarly journals Broader Impacts for Ecologists: Biological Soil Crust as a Model System for Education

2021 ◽  
Vol 11 ◽  
Author(s):  
Akasha M. Faist ◽  
Anita J. Antoninka ◽  
Nichole N. Barger ◽  
Matthew A. Bowker ◽  
V. Bala Chaudhary ◽  
...  
Keyword(s):  
Spatial Scales ◽  
Biological Soil Crust ◽  
Biotic Interactions ◽  
Soil Surface ◽  
Ecosystem Processes ◽  
Model System ◽  
Teaching Tool ◽  
Biological Interactions ◽  
Excellent Teaching ◽  
Patterns And Processes

Biological soil crusts (biocrusts) are a complex community of algae, cyanobacteria, lichens, bryophytes, and assorted bacteria, fungi, archaea, and bacteriophages that colonize the soil surface. Biocrusts are particularly common in drylands and are found in arid and semiarid ecosystems worldwide. While diminutive in size, biocrusts often cover large terrestrial areas, provide numerous ecosystem benefits, enhance biodiversity, and are found in multiple configurations and assemblages across different climate and disturbance regimes. Biocrusts have been a focus of many ecologists, especially those working in semiarid and arid lands, as biocrusts are foundational community members, play fundamental roles in ecosystem processes, and offer rare opportunities to study biological interactions at small and large spatial scales. Due to these same characteristics, biocrusts have the potential to serve as an excellent teaching tool. The purpose of this paper is to demonstrate the utility of biocrust communities as a model system in science education. Functioning as portable, dynamic mini ecosystems, biocrusts can be used to teach about organisms, biodiversity, biotic interactions, abiotic controls, ecosystem processes, and even global change, and can be easy to use in nearly every classroom setup. For example, education principles, such as evolution and adaptation to stress, or structure and function (patterns and processes) can be applied by bringing biocrusts into the classroom as a teaching tool. In addition, discussing the utility of biocrusts in the classroom – including theory, hypothesis testing, experimentation, and hands-on learning – this document also provides tips and resources for developing education tools and activities geared toward impactful learning.

scholarly journals Radiology for medical students: Do we teach enough? A national study

2021 ◽  
Vol 94 (1119) ◽  
pp. 20201308
Author(s):  
Cindy Chew ◽  
Patrick J O'Dwyer ◽  
Euan Sandilands
Keyword(s):  
Medical Students ◽  
General Medical Council ◽  
Medical Schools ◽  
Developed Countries ◽  
National Study ◽  
Medical Council ◽  
Excellent Teaching ◽  
The Hours ◽  
Radiology Teaching ◽  
The Uk

Objective A recent study has shown that the averaged time tabled teaching for a medical student across 5 years in the UK was 4629 hours. Radiology has been demonstrated to be an excellent teaching source, yet the number of hours allocated to this has never been calculated. The aims of this study were to evaluate and quantify the hours allocated to radiology teaching in Scottish Medical Schools and to evaluate if they can fulfil requirements expected from other Clinical disciplines and the upcoming General Medical Council Medical Licensing Assessment (GMC MLA). Methods Data pertaining to timetabled teaching for Radiology in Scottish Universities were obtained from the authors of the Analysis of Teaching of Medical Schools (AToMS) survey. In addition, University Lead Clinician Teachers were surveyed on the radiological investigations and skills medical students should have at graduation. Results Medical students in Scottish Universities were allocated 59 h in Radiology (0.3%) out of a total 19,325 h of timetabled teaching. Hospital-based teaching was variable and ranged from 0 to 31 h. Almost half (15 of 31) of Clinician Teachers felt that there was insufficient radiology teaching in their specialty. Thirteen of 30 conditions included in the GMC MLA were listed by Clinician Teachers, while 23 others not listed by the GMC were considered important and cited by them. Conclusion This study demonstrates that medical students do not receive enough radiology teaching. This needs to be addressed by Universities in collaboration with the NHS in an effort to bring up this up to line with other developed countries and prepare students for the GMC MLA. Advances in knowledge (1) There is insufficient time allocated in Medical Students’ curriculum to Radiology. (2) Radiology teaching in medical schools fall short of University Lead Clinician Teachers’ and GMC expectations of medical students at graduation.

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