Recent evidence has demonstrated that inquiry-based physiology laboratories improve students' critical- and analytical-thinking skills. We implemented inquiry-based learning into three physiology courses: Comparative Vertebrate Physiology (majors), Human Physiology (majors), and Human Anatomy and Physiology (nonmajors). The aims of our curricular modifications were to improve the teaching of physiological concepts, teach students the scientific approach, and promote creative and critical thinking. We assessed our modifications using formative (laboratory exams, oral presentations, and laboratory reports) and summative evaluations (surveys, laboratory notebook, and an end of semester project). Students appreciated the freedom offered by the new curriculum and the opportunity to engage in the inquiry process. Results from both forms of evaluation showed a marked improvement due to the curricular revisions. Our analyses indicate an increased confidence in students' ability to formulate questions and hypotheses, design experiments, collect and analyze data, and make conclusions. Thus, we have successfully incorporated inquiry-based laboratories in both major and nonmajor courses.

The organization of the renal medulla of the Gambel's quail, Callipepla gambelii, kidney was examined to determine the number of loops of Henle and collecting ducts and the surface area occupied by the different nephron segments as a function of distance down the medullary cones. Eleven medullary cones were dissected from the kidneys of four birds, and the tissue was processed and sectioned for light microscopy. In addition, individual nephrons were isolated on which total loop thin descending segment and thick prebend segment lengths were measured. The results show no correlation between the absolute number of loops of Henle and the length of the medullary cones. The number of thick and thin limbs of Henle and collecting ducts decrease exponentially with distance toward the apex of the cones and the rate of decrease is similar for cones of different lengths. Initially there is a rapid decrease in the number of thin limbs of Henle, indicating that most nephrons do not penetrate the cones a great distance. Thick descending limbs of Henle (prebend segment) ranged in length from 50 to 770 microm, and there was little correlation with the total length of the loop of Henle. However, the length of the thin limb of Henle correlated well with total loop length. The cell surface areas of the limbs of the loop of Henle and the collecting ducts decreased toward the apex of the cones.

The renal anatomy of three species of sparrows, two from mesic areas, the House Sparrow (Passer domesticus) and Song Sparrow (Melospiza melodia), and one salt marsh species, the Savannah Sparrow (Passerculus sandwichensis) was examined. Electron microscopy was used to describe the ultrastructure of the nephron. In addition, stereology was used to quantify the volumes of cortex, medulla, and major vasculature of the kidneys, and the volumes and surface areas occupied by individual nephron components. There appeared to be no differences in the ultrastructural anatomy of the nephrons among the sparrows. Proximal tubules contained both narrow and wide intercellular spaces filled with interdigitations of the basolateral membrane. The thin limbs of Henle contained very wide intercellular spaces which were absent in the thick limbs of Henle. The distal tubule cells contained short, apical microvilli and infoldings of the basolateral membrane. In cross section, the medullary cones of all birds display an outer ring of thick limbs of Henle which surround an inner ring of collecting ducts, which in turn surround a central core of thin limbs of Henle. The Savannah Sparrow has a significantly higher volume of medulla compared to the two more mesic species. Within the cortex, the Savannah Sparrow also has a significantly higher volume of proximal tubules but a significantly lower volume of distal tubules than the other species. Within the medulla, the Savannah Sparrow has a significantly higher volume and surface area of capillaries, and a significantly higher surface area of thick limbs of Henle and collecting ducts than the mesic species. These data suggest that the salt marsh Savannah Sparrow has the renal morphology necessary to produce a more highly concentrated urine than the mesic zone species. J. Morphol. 243:283–291, 2000 © 2000 Wiley‐Liss, Inc.

To address the need for greater flexibility in access to higher education, an online graduate course in physiology using case studies was developed and offered in summer 2012. Topics in both animal and human physiology were organized as modules that contained a case study with questions, a prerecorded online lecture, and three research journal articles. We followed best practices for teaching and learning in distance education, including the preparation of materials before the course starting date, a discussion board for responding to pre- and postcase discussion questions, and prompt reply to student queries. For exams, students generated their own questions based on new cases and developed their own case study for the final project. Although only 20% of students had previously taken an online course, all students stated that they would recommend this course to others. Postcase assessment indicated that students found the cases interesting, informative, and presented at the appropriate level. Most students said that the online course took them more time but that they learned more content and used the primary literature more than in a traditional class. Our results indicate that a well-organized physiology course using a case study format is a very effective model for online learning.