Teaching cardiovascular physiology with equivalent electronic circuits in a practically oriented teaching module

Abstract

Here, we report on a new tool for teaching cardiovascular physiology and pathophysiology that promotes qualitative as well as quantitative thinking about time-dependent physiological phenomena. Quantification of steady and presteady-state (transient) cardiovascular phenomena is traditionally done by differential equations, but this is time consuming and unsuitable for most undergraduate medical students. As a result, quantitative thinking about time-dependent physiological phenomena is often not extensively dealt with in an undergraduate physiological course. However, basic concepts of steady and presteady state can be explained with relative simplicity, without the introduction of differential equation, with equivalent electronic circuits (EECs). We introduced undergraduate medical students to the concept of simulating cardiovascular phenomena with EECs. EEC simulations facilitate the understanding of simple or complex time-dependent cardiovascular physiological phenomena by stressing the analogies between EECs and physiological processes. Student perceptions on using EEC to simulate, study, and understand cardiovascular phenomena were documented over a 9-yr period, and the impact of the course on the students' knowledge of selected basic facts and concepts in cardiovascular physiology was evaluated over a 3-yr period. We conclude that EECs are a valuable tool for teaching cardiovascular physiology concepts and that EECs promote active learning.

Using a Physics Experiment in a Lecture Setting to Engage Biology Students with the Concepts of Poiseuille's Law

“…Demonstrations have been used in other areas of physiology to illustrate abstract physics principles (Di Carlo, 2008; Anderson et al ., 2009; Kanthakumar and Oommen, 2012). Many instructors who teach physiology tend to use other active-learning strategies, such as case studies, worksheets, small-group discussions, or computer-based exercises (Rao and DiCarlo, 2001; Dantas and Kemm, 2008; Keen-Rhinehart et al ., 2009; Carvalho and West, 2011; Ribaric and Kordas, 2011; Ahmad et al ., 2012). Our study reinforces the use of lecture demonstrations as an effective active-learning strategy to enhance student engagement and learning.…”

Guiding Students to Develop an Understanding of Scientific Inquiry: A Science Skills Approach to Instruction and Assessment

“…Examples include an increased understanding of a variety of key concepts in the life sciences (Aronson and Silviera, 2009; Lau and Robinson, 2009; Rissing and Cogan, 2009; Ribarič and Kordaš, 2011; Siritunga et al , 2011; Treacy et al , 2011; Zion et al , 2011; Ryoo and Linn, 2012). Moreover, Derting and Ebert-May (2010) have shown long-term improvements in learning for students who experience learning-centered inquiry in introductory biology classes.…”

Continuous and noninvasive recording of cardiovascular parameters with the Finapres finger cuff enhances undergraduate student understanding of physiology

“…They can also provide real-time experiences of the complexity of the interactions in the system as well as an opportunity for students to collect and evaluate data. Over the past 2 decades, there has been a shift away from the use of animals in practical classes to classes that use computer simulations (12,15,17,18), videos (18), problem classes (11, 12, 16), or human subjects (2, 5, 19). One advantage of using human subjects is that students can collect and measure cardiovascular parameters, such as arterial blood pressure (BP) and heart rate (HR), on themselves.…”

“…use computer simulations (12,15,17,18), videos (18), problem classes (11,12,16), or human subjects (2,5,19). One advantage of using human subjects is that students can collect and measure cardiovascular parameters, such as arterial blood pressure (BP) and heart rate (HR), on themselves.…”