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Journal articles on the topic 'Medical Physiology'

Author: Grafiati

Published: 4 June 2021

Last updated: 29 July 2024

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1

McGurk, Oliver. "Medical PhysiologyMedical Physiology." Nursing Standard 27, no. 26 (2013): 28. http://dx.doi.org/10.7748/ns2013.02.27.26.28.b1474.

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2

Allen, D. G. "Contemporary Medical Physiology." Postgraduate Medical Journal 61, no. 712 (1985): 188–89. http://dx.doi.org/10.1136/pgmj.61.712.188-a.

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3

Iatridis, Panayotis G. "Essential Medical Physiology." JAMA: The Journal of the American Medical Association 267, no. 14 (1992): 1975. http://dx.doi.org/10.1001/jama.1992.03480140101046.

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4

Karasszon, Dénes. "From the “Physiologus” to Physiology." Acta Physiologica Hungarica 100, no. 2 (2013): 246–50. http://dx.doi.org/10.1556/aphysiol.100.2013.2.11.

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5

Moore-Ede, Martin C., and David M. Frim. "Book ReviewContemporary Medical Physiology." New England Journal of Medicine 312, no. 6 (1985): 383. http://dx.doi.org/10.1056/nejm198502073120623.

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6

Iatridis, Panayotis G. "Textbook of Medical Physiology." JAMA: The Journal of the American Medical Association 266, no. 20 (1991): 2909. http://dx.doi.org/10.1001/jama.1991.03470200123049.

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7

Iatridis, Panayotis G. "Textbook of Medical Physiology." JAMA: The Journal of the American Medical Association 257, no. 9 (1987): 1247. http://dx.doi.org/10.1001/jama.1987.03390090119042.

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8

Mishchenko, I. V., O. V. Kokovska, T. M. Zaporozhets, T. A. Sukhomlyn, and A. A. Sukhomlin. "MEDICAL PHYSIOLOGY: ADVANCEMENTS IN TEACHING APPROACHES AT MEDICAL UNIVERSITIES." Актуальні проблеми сучасної медицини: Вісник Української медичної стоматологічної академії 24, no. 1 (2024): 188–91. http://dx.doi.org/10.31718/2077-1096.24.1.188.

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This article addresses the pressing issues of training modern medical and dental doctors as well as masters in biology at higher medical institutions, examining contemporary theoretical and practical approaches to integrating medical physiology as a fundamental medical amd biological discipline. It delves into current challenges in teaching physiology within the modern educational landscape, particularly focusing on the Department of Physiology at the Poltava State Medical University. This discipline is delivered by the Department of Physiology for students of the second (Master) level of high

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9

McGurk, Simon. "Ganong’s Review of Medical Physiology – 23rd editionGanong’s Review of Medical Physiology – 23rd edition." Nursing Standard 24, no. 20 (2010): 30. http://dx.doi.org/10.7748/ns2010.01.24.20.30.b1006.

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10

Pohl, Ulrich. "Physiology: A Networking Medical Science." Physiology 27, no. 2 (2012): 54–55. http://dx.doi.org/10.1152/physiol.00008.2012.

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11

Manji, Rizwan A., Hilary P. Grocott, and Rakesh C. Arora. "Medical Error and “Psycho-Physiology”." Seminars in Thoracic and Cardiovascular Surgery 31, no. 3 (2019): 397–98. http://dx.doi.org/10.1053/j.semtcvs.2019.05.011.

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12

Derias, Nardin, Stephen Loftus, and Suzan Kamel-ElSayed. "Threshold Concepts in Medical Physiology." FASEB Journal 34, S1 (2020): 1. http://dx.doi.org/10.1096/fasebj.2020.34.s1.00286.

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13

Short, A. H. "Best books in medical physiology." BMJ 311, no. 7009 (1995): 885. http://dx.doi.org/10.1136/bmj.311.7009.885.

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14

Naeraa, Noe. "On physiology for medical students." Medical Education 7, no. 2 (2009): 133–34. http://dx.doi.org/10.1111/j.1365-2923.1973.tb02232.x.

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15

Keatinge, W. R. "On physiology for medical students." Medical Education 7, no. 2 (2009): 134. http://dx.doi.org/10.1111/j.1365-2923.1973.tb02233.x.

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16

NAERAA, NOE. "On physiology for medical students." Medical Education 7, no. 4 (2009): 278. http://dx.doi.org/10.1111/j.1365-2923.1973.tb02247.x.

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17

Gray, Sarah D. "Book ReviewTextbook of Medical Physiology." New England Journal of Medicine 316, no. 16 (1987): 1031–32. http://dx.doi.org/10.1056/nejm198704163161619.

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18

Bartoszeck, A. B. "Teaching medical physiology in Brazil." Advances in Physiology Education 263, no. 6 (1992): S12. http://dx.doi.org/10.1152/advances.1992.263.6.s12.

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An analysis of physiology teaching in Brazil is carried out based on data collected from a questionnaire sent to 78 medical schools. It investigates faculty graduate degrees, time spent on teaching, audiovisual equipment available, evaluation of student performance, books in current use, and areas of research. Local results as compared with those from an international sample have shown a preference for lectures and that large departments are more concerned with research, but changes are underway to introduce computer simulations and modular instruction as a means to improve teaching.

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19

Kibble, Jonathan D. "Using the physiology of normal aging as a capstone integration exercise in a medical physiology course." Advances in Physiology Education 45, no. 2 (2021): 365–68. http://dx.doi.org/10.1152/advan.00020.2021.

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As the Baby Boomer generation reaches old age, there has been a significant increase in the number of older adults needing healthcare over the past decade. The physiology of aging is therefore a highly relevant topic for the preclinical medical curriculum. I describe a new capstone unit on the physiology of aging, placed at the end a medical physiology course, to provide a vehicle for integration of prior learning about physiology of each individual body system. Students were provided with online self-study modules as preparation for a mandatory small group case-based learning activity. A deta

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20

Bordes, Stephen J., Roni Manyevitch, John D. Huntley, Yun Li, and Ian V. J. Murray. "Medical student misconceptions in cardiovascular physiology." Advances in Physiology Education 45, no. 2 (2021): 241–49. http://dx.doi.org/10.1152/advan.00220.2020.

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Students find cardiovascular physiology challenging. Misunderstandings can be due to the nature of the subject, the way it is taught, and prior knowledge, which impede learning of new concepts. Some misunderstood concepts can be corrected with teaching (i.e., preconceptions), whereas others are resistant to instruction (i.e., misconceptions). A set of questions, specifically created by a panel of physiology experts to probe difficult cardiovascular concepts, was used to identify preconceptions, misconceptions, and the effect of education level on question performance. The introductory cardiova

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21

Sena, Cristina M., and Raquel Seiça. "Teaching muscle physiology to medical students." FASEB Journal 22, S2 (2008): 177. http://dx.doi.org/10.1096/fasebj.22.2_supplement.177.

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22

Fawcett, Josephine N. "Medical-surgical nursing and related physiology." International Journal of Nursing Studies 25, no. 4 (1988): 308–9. http://dx.doi.org/10.1016/0020-7489(88)90070-3.

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23

Tai, Tymon, and Amit Kochhar. "Physiology and Medical Treatments for Alopecia." Facial Plastic Surgery Clinics of North America 28, no. 2 (2020): 149–59. http://dx.doi.org/10.1016/j.fsc.2020.01.004.

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24

Martin, B. J., J. B. Watkins, and J. Ramsey. "Venipuncture in the medical physiology laboratory." Advances in Physiology Education 274, no. 6 (1998): S62. http://dx.doi.org/10.1152/advances.1998.274.6.s62.

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Medical physiology laboratories, traditionally devoted to animal experimentation, face unprecedented difficulties linked to cost, staffing, instrumentation, and the use of animals. At the same time, laboratory experiences with living creatures play a unique role in medical education. In this article we describe the use of venipuncture and subsequent blood analysis, with medical students serving as both subjects and experimenters, in a sequence of first-year physiology laboratories. These experiments are safe, robust, inexpensive, and time efficient, and they teach the principles of cardiovascu

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25

Klayton, Ronald J. "Review of Medical Physiology, Fourteenth Edition." Military Medicine 156, no. 6 (1991): A25. http://dx.doi.org/10.1093/milmed/156.6.a25a.

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26

Shokr, Elsayed. "INTRODUCTION TO HUMAN PHYSIOLOGY FOR MEDICAL STUDENTS." JOURNAL OF ADVANCES IN CHEMISTRY 12, no. 3 (2016): 4064–166. http://dx.doi.org/10.24297/jac.v12i3.2161.

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With recent advances in the fielded of human physiology, it has become urgent to provide an up to date review in the subject of human physiology.This book to help medical student in understanding modern human physiology. It presents the whole subject in brief comprehensive and up to date form.I hope this book will be a real help to undergraduate medical students, as well as to postgraduate and candidates of higher degree, in the field of human physiology.

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27

Tipton, Charles M. "The emergence of Applied Physiology within the discipline of Physiology." Journal of Applied Physiology 121, no. 2 (2016): 401–14. http://dx.doi.org/10.1152/japplphysiol.00767.2015.

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Despite the availability and utilization of the physiology textbooks authored by Albrecht von Haller during the 18th century that heralded the modern age of physiology, not all physicians or physiologists were satisfied with its presentation, contents, or application to medicine. Initial reasons were fundamental disagreements between the “mechanists,” represented by Boerhaave, Robinson, and von Haller, and the “vitalists,” represented by the faculty and graduates of the Montpellier School of Medicine in France, notably, Bordeu and Barthez. Subsequently, objections originated from Europe, Unite

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28

Fassih, Shayan, and Katya Marks. "Virtual physiology laboratories: a medical student’s perspective." Advances in Physiology Education 45, no. 4 (2021): 749. http://dx.doi.org/10.1152/advan.00137.2021.

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29

Khonsary, SeyedAli. "Guyton and Hall: Textbook of Medical Physiology." Surgical Neurology International 8, no. 1 (2017): 275. http://dx.doi.org/10.4103/sni.sni_327_17.

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30

Hester, R. L., W. Pruett, J. Clemmer, and A. Ruckdeschel. "Simulation of integrative physiology for medical education." Morphologie 103, no. 343 (2019): 187–93. http://dx.doi.org/10.1016/j.morpho.2019.09.004.

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31

Morgan, Willoughby. "Working as a medical demonstrator in physiology." BMJ 330, no. 7506 (2005): s260—s261. http://dx.doi.org/10.1136/bmj.330.7506.s260.

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32

Palmer, Anthony M. "Watson's Medical-Surgical Nursing and Related Physiology." Journal of Advanced Nursing 18, no. 7 (1993): 1162. http://dx.doi.org/10.1046/j.1365-2648.1993.180711599.x.

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33

Demir, Enver Ahmet, Okan Tutuk, Hatice Dogan, Duygu Egeli, and Cemil Tumer. "Lecture attendance improves success in medical physiology." Advances in Physiology Education 41, no. 4 (2017): 599–603. http://dx.doi.org/10.1152/advan.00119.2017.

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The educators have underlined the importance of lecture attendance for decades. Nowadays, students have ample online educational sources, which began a debate on the necessity of in-class lectures. In the present study, we investigated the influence of lecture attendance on the exam success. To this aim, we adopted a novel approach and matched second-year medicine students’ answers in three interim exams with the lectures related to those questions. Thereby, we were able to evaluate if attending lectures increases the chance of giving a correct answer to the exam question generated from the at

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34

Bell, Floyd E., L. Britt Wilson, and Richard A. Hoppmann. "Using ultrasound to teach medical students cardiac physiology." Advances in Physiology Education 39, no. 4 (2015): 392–96. http://dx.doi.org/10.1152/advan.00123.2015.

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Ultrasound is being incorporated more into undergraduate medical education. Studies have shown that medical students have positive perceptions about the value of ultrasound in teaching courses like anatomy and physiology. The purpose of the present study was to provide objective evidence of whether ultrasound helps students learn cardiac physiology. In this study, 20 medical students took a pretest to assess their background knowledge of cardiac physiology. Next, they acquired ultrasound video loops of the heart. Faculty members taught them nonelectrical aspects of cardiac physiology using tho

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35

Savchuk, Tetiana, and Ivanna Tymofiichuk. "Teaching physiology to students of medical psychology faculty in medical university." Current issues of social sciences and history of medicine 30, no. 2 (2021): 104–6. http://dx.doi.org/10.24061/2411-6181.2.2021.279.

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The article discusses the features of teaching physiology to students medical universities specializing in "Medical Psychology". From a future doctor - a medical psychologist is needed solid theoretical training in one of the most difficult areas of medicine - neurology and psychiatry. It is with the second year, in physiology lessons, the development of theoretical material begins and the foundations of clinical thinking is necessary already in senior courses, on an internship for successful mastering of knowledge. Medical psychology studies the psychological aspects of a doctor's activities

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36

Adi, Ahmad H., and Hani J. Alturkmani. "Physiologically lucky: the role of medical physiology in modern medical education." Perspectives on Medical Education 2, no. 2 (2013): 99–103. http://dx.doi.org/10.1007/s40037-013-0044-5.

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37

Shokr, Elsayed. "Practical Physiology Power Lab. Experiments For Medical Students." JOURNAL OF ADVANCES IN CHEMISTRY 12, no. 3 (2016): 4167–223. http://dx.doi.org/10.24297/jac.v12i3.2162.

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With recent advances in the fielded of human physiology, it has become urgent to provide an up to date review in the subject of Power Lab instrument.This book to help medical student in understanding the human physiology and how to measure the all physiological parameters with the Power Lab instrument. It presents the whole subject in brief comprehensive and up to date form.We hope this book will be a real help to undergraduate medical students, as well as to postgraduate and candidates of higher degree, in the field of human physiology

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38

SNAITH, M. L. "MUSCLE PHYSIOLOGY." Rheumatology 25, no. 4 (1986): 404–5. http://dx.doi.org/10.1093/rheumatology/25.4.404.

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39

Wilson, Thad E., Minal Mulye, and Samina Akbar. "Opportunistic physiology: inserting physiology and pathophysiology content into virtually delivered clinical rotations." Advances in Physiology Education 44, no. 4 (2020): 545–49. http://dx.doi.org/10.1152/advan.00113.2020.

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It is important to reinforce physiology and pathophysiology concepts during clinical rotations, which traditionally occur after the foundational sciences in the US medical school system. We took an opportunistic approach when the COVID-19 pandemic forced our content into virtual delivery mode, as clinical medical education required a shift to nonpatient contact. We describe our experience in building a 2-wk course that consisted of online small groups during week 1 and panels and cases during week 2. The physiology content involved faculty-vetted resources, along with both discrete and open-en

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40

Zinchuk, V. V., L. V. Dorokhina, E. S. Biletskaya, and T. L. Stepuro. "INNOVATIVE TECHNOLOGIES OF TEACHING PHYSIOLOGY." Journal of the Grodno State Medical University 20, no. 6 (2022): 661–66. http://dx.doi.org/10.25298/2221-8785-2022-20-6-661-666.

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The use of innovative technologies for teaching the discipline of Normal Physiology to students of various faculties of the Medical University is discussed. Examples of the organization of training in this subject by students of the first step of education of medical universities using various creative approaches are given. The importance of using these methods for the formation of student motivations in the development of medical and biological subjects is emphasized.

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41

Abram, Sean R., Benjamin L. Hodnett, Richard L. Summers, Thomas G. Coleman, and Robert L. Hester. "Quantitative Circulatory Physiology: an integrative mathematical model of human physiology for medical education." Advances in Physiology Education 31, no. 2 (2007): 202–10. http://dx.doi.org/10.1152/advan.00114.2006.

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We have developed Quantitative Circulatory Physiology (QCP), a mathematical model of integrative human physiology containing over 4,000 variables of biological interactions. This model provides a teaching environment that mimics clinical problems encountered in the practice of medicine. The model structure is based on documented physiological responses within peer-reviewed literature and serves as a dynamic compendium of physiological knowledge. The model is solved using a desktop, Windows-based program, allowing students to calculate time-dependent solutions and interactively alter over 750 p

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42

Allen, D. G. "Notebook of Medical Physiology: Endocrinology with Aspects of Maternal, Fetal and Neonatal Physiology." Postgraduate Medical Journal 61, no. 716 (1985): 557–58. http://dx.doi.org/10.1136/pgmj.61.716.557-b.

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43

Anders, Michael E., Jasna Vuk, and Sung W. Rhee. "Interactive retrieval practice in renal physiology improves performance on customized National Board of Medical Examiners examination of medical students." Advances in Physiology Education 46, no. 1 (2022): 35–40. http://dx.doi.org/10.1152/advan.00118.2021.

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Retrieval practice improves long-term retention. Use of interactive retrieval practice in large group, in-person and online live classes, in combination with outside resources, is unreported for medical physiology classes. The primary study purpose was to compare student cohorts’ performance with or without retrieval practice in renal physiology classes, relative to the national average on customized national examinations in renal physiology, nonphysiology, and all questions. The secondary purpose was to examine the students’ educational experience. For the primary purpose, we used a nonequiva

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44

Saberi, Shadan, Majid Askaripour, Hamideh Afzali, and Mohammad Khaksari. "Educational Tips for Students and Physiology Instructors Regarding Reabsorption of Kidney’s Proximal Tubule and Autoregulation: Different Perspectives of Medical and Postgraduate Students." Journal of Kerman University of Medical Sciences 29, no. 6 (2022): 586–92. http://dx.doi.org/10.34172/jkmu.2022.73.

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The authors opinions in physiology books are different on some issues, and this mixes up the readers. The purpose of this article is to clarify the differences between two examples in renal physiology (the autoregulation and the reabsorption of the materials in the proximal tubule) to help better understand; therefore, this paper is especially beneficial for medical students. The latest editions of several physiology books are used in this study including Brenner and Rector›s "The Kidney", Seldin and Giebisch’s "The Kidney Physiology and Pathophysiology", Koeppen Stanton›s "Renal Physiology",

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45

Nelson, David P., Steven M. Schwartz, and Anthony C. Chang. "Neonatal physiology of the functionally univentricular heart." Cardiology in the Young 14, S1 (2004): 52–60. http://dx.doi.org/10.1017/s1047951104006304.

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The term “functionally single ventricle” includes a variety of congenital cardiac anomalies where there is only one ventricle pumping blood to the systemic and pulmonary circulations. The physiology in this arrangement is a considerable challenge for the cardiac specialist, because the complexity encountered in patients with these lesions necessitates particularly specialized medical and surgical management. Patients with such functionally univentricular physiology often respond to common interventions, such as supplemental oxygen, mechanical ventilation, and vasoactive drugs, differently than

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46

Han, Jin, Darrell Neufer, and Henriette Pilegaard. "Exercise: from physiology to bedside to physiology." Pflügers Archiv - European Journal of Physiology 472, no. 2 (2020): 135. http://dx.doi.org/10.1007/s00424-020-02358-5.

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47

Anyaehie, U. S. B., E. Nwobodo, G. Oze, et al. "Medical students' evaluation of physiology learning environments in two Nigerian medical schools." Advances in Physiology Education 35, no. 2 (2011): 146–48. http://dx.doi.org/10.1152/advan.00106.2010.

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The expansion of biomedical knowledge and the pursuit of more meaningful learning have led to world-wide evidence-based innovative changes in medical education and curricula. The recent emphasis on problem-based learning (PBL) and student-centred learning environments are, however, not being implemented in Nigerian medical schools. Traditional didactic lectures thus predominate, and learning is further constrained by funding gaps, poor infrastructure, and increasing class sizes. We reviewed medical students' perceptions of their exposed learning environment to determine preferences, shortcomin

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48

Fyrenius, Anna, Charlotte Silén, and Staffan Wirell. "Students’ conceptions of underlying principles in medical physiology: an interview study of medical students’ understanding in a PBL curriculum." Advances in Physiology Education 31, no. 4 (2007): 364–69. http://dx.doi.org/10.1152/advan.00108.2006.

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Medical physiology is known to be a complex area where students develop significant errors in conceptual understanding. Students’ knowledge is often bound to situational descriptions rather than underlying principles. This study explores how medical students discern and process underlying principles in physiology. Indepth interviews, where students elaborated on principles related to blood pressure and blood pressure regulation, were carried out with 16 medical students in a problem-based learning curriculum. A qualitative, phenomenographic approach was used, and interviews were audiotaped, tr

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49

Mann, Klaus, and Michael Sohn. "Spontaneous Nocturnal Erections - Physiology and Clinical Applications. Spontane nachtliche Erektionen - Physiologie und klinische Anwendungen." Somnologie 9, no. 3 (2005): 119–26. http://dx.doi.org/10.1111/j.1439-054x.2005.00057.x.

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50

Kaur, Manjinder, Naren Kurmi, Sangita Chauhan, Anish Singhal, Suman Sharma, and Saroj Chaudhary. "Blueprinting for assessment in undergraduate medical physiology curriculum." Indian Journal of Physiology and Pharmacology 65 (June 2, 2021): 60–65. http://dx.doi.org/10.25259/ijpp_183_2020.

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Since long, physiology teaching has been monotonous, teacher centric, didactic type and its assessment primarily focussed on the amount of knowledge recalled by means of stereotyped written questions. A blueprint specifies weightage to various mapped topics (also known as competencies) in the syllabus. For this study, IEC approval was obtained. We aimed to prepare a blueprint for assessment in the undergraduate physiology curriculum and thereby test its utility. We found that blueprinting not only establishes a balance between teaching and learning but also improves validity, reliability and a

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