Teaching integrative physiology using the quantitative circulatory physiology model and case discussion method: evaluation of the learning experience.

One of the problems that we have found when teaching human physiology in a Spanish medical school is that the degree of understanding by the students of the integration between organs and systems is rather poor. We attempted to remedy this problem by using a case discussion method together with the Quantitative Circulatory Physiology (QCP) program. QCP is a Windows-based computer simulation program that offers almost real-time simulation and allows users to examine the time-dependent interactions of over 750 parameters. We evaluated students' perceptions by an anonymous questionnaire. Teachers' perceptions of this teaching approach were highly positive, as it improved students' perceptions of the complexity of biological processes, their ability to differentiate between acute and chronic responses, and promoted an integrative understanding of human body function. Teachers also identified some problems with the approach, including student difficulties in adopting self-directed learning, a lack of precision in student questions during the discussion sessions, and the lack of a tradition of using several textbooks to explain the changes observed. The results of the student questionnaire revealed that >70% of the students reported that this type of learning gave them a better understanding of the complexity of physiological processes and the role of coordinated actions of several systems in the homeostatic response and enabled them to acquire a better understanding of human body functions. Thus, we conclude that this approach promotes an integrative understanding of cardiovascular and renal functions that is difficult to achieve with other methods.

[1]  P T Jayawickramarajah Problems for problem‐based learning: a comparative study of documents , 1996, Medical education.

[2]  T. G. Coleman,et al.  Quantitative Circulatory Physiology: An integrative mathematical model of human physiology for medical education , 2007, Advances in physiology education.

[3]  A. Tärnvik,et al.  Revival of the case method: a way to retain student-centred learning in a post-PBL era , 2007, Medical teacher.

[4]  B. Williams,et al.  Case based learning—a review of the literature: is there scope for this educational paradigm in prehospital education? , 2005, Emergency Medicine Journal.

[5]  E. Palmer,et al.  Computer‐aided learning: an overvalued educational resource? , 1999, Medical education.

[6]  P. Gwirtz Teaching the interrelationship between stress, emotions, and cardiovascular risk using a classic paper by Walter Cannon. , 2008, Advances in physiology education.

[7]  W. Antepohl,et al.  Problem‐based learning versus lecture‐based learning in a course of basic pharmacology: a controlled, randomized study , 1999, Medical education.

[8]  T G Coleman,et al.  HUMAN. A comprehensive physiological model. , 1983, The Physiologist.

[9]  C F Rothe A computer model of the cardiovascular system for effective learning. , 1980, The Physiologist.

[10]  Carl F Rothe,et al.  Cardiovascular interactions: an interactive tutorial and mathematical model. , 2002, Advances in physiology education.

[11]  Michael W Sanderson,et al.  Comparison of student performance after lecture-based and case-based/problem-based teaching in a large group. , 2008, Journal of veterinary medical education.

[12]  H. Schmidt Foundations of problem‐based learning: some explanatory notes , 1993, Medical education.

[13]  C. R. Reagan,et al.  Ten years of basic medical physiology in the Mercer problem-based curriculum. , 1994, The American journal of physiology.

[14]  J. Murdoch,et al.  Effectiveness of problems used in problem‐based learning , 1997, Medical education.

[15]  P. Harasym,et al.  Helping students learn to think like experts when solving clinical problems , 1997, Academic medicine : journal of the Association of American Medical Colleges.

[16]  Joel A. Michael,et al.  IN PURSUIT OF MEANINGFUL LEARNING , 2001 .

[17]  Ruth Grady,et al.  Staff and student perceptions of computer-assisted assessment for physiology practical classes. , 2006, Advances in physiology education.

[18]  J N Hudson,et al.  An evaluation of case-based teaching: evidence for continuing benefit and realization of aims. , 2004, Advances in physiology education.

[19]  V. Curran,et al.  Student satisfaction and perceptions of small group process in case-based interprofessional learning , 2008, Medical teacher.

[20]  H. Schmidt,et al.  Assumptions underlying self‐directed learning may be false , 2000, Medical education.