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2006年
第1期
06-08-07
Too much teaching, not enough learning: what is the solution?
06-08-07
What does one mean by "arterial blood oxygenation?"
06-08-07
Formative assessment can be fun as well as educational
06-08-07
Resorption of gas trapped in body cavities: comparison of alveolar and pleural space with inner ear and paranasal sinuses
06-08-07
Teaching the effects of gravity and intravascular and alveolar pressures on the distribution of pulmonary blood flow using a classic paper b
06-08-07
First-year medical students prefer multiple learning styles
06-08-07
Toward meaningful learning in undergraduate medical education using concept maps in a PBL pathophysiology course
06-08-07
Living history of physiology: Bodil Schmidt-Nielsen
06-08-07
Curriculum development and technology incorporation in teaching neuroscience to graduate students in a medical school environment
06-08-07
Is there anything "autonomous" in the nervous system?
第2期
06-08-07
Using a classic paper by Gottschalk and Mylle to teach the countercurrent model of urinary concentration
06-08-07
Pizza and pasta help students learn metabolism
06-08-07
Teaching from classic papers: Hill's model of muscle contraction
06-08-07
The Opinion Editorial: teaching physiology outside the box
06-08-07
A classic learning opportunity from Fenn, Rahn, and Otis (1946): the alveolar gas equation
06-08-07
A "how to" guide for developing a publishable Scholarship of Teaching project
06-08-07
Angelo Mosso and muscular fatigue: 116 years after the first congress of physiologists: IUPS commemoration
第3期
06-11-14
International student exchange and the medical curriculum: evaluation of a medical sciences translational physiology course in Brazil
06-11-14
Redefining classroom instruction
06-11-14
Living History of Physiology: Carl Gans
06-11-14
Passing on the legacy: teaching capillary filtration and developing presentation skills using classic papers
06-11-14
Teaching skeletal muscle adaptations to aerobic exercise using an American Physiological Society classic paper by Dr. Philip Gollnick and co
06-11-14
A Simple Model Illustrating the Respiratory System’s Time Constant Concept
第4期
07-04-10
Case study analysis and the remediation of misconceptions about respiratory physiology
07-04-10
Case-based learning of blood oxygen transport
07-04-10
Use of modified SOAP notes and peer-led small-group discussion in a Medical Physiology course: addressing the hidden curriculum
07-04-10
Isolation and culture of bovine oviductal epithelial cells for use in the anatomy and physiology laboratory and undergraduate rese
07-04-10
Study of physiological responses to acute carbon monoxide exposure with a human patient simulator
07-04-10
Anthropometric evaluations of body composition of undergraduate students at the University of La Réunion
07-04-10
Peer instruction enhanced student performance on qualitative problem-solving questions
07-04-10
Staff and student perceptions of computer-assisted assessment for physiology practical classes
07-04-10
Promoting self-directed learning using a menu of assessment options: the investment model
07-04-10
Elementary education majors experience hands-on learning in introductory biology
07-04-10
It's difficult to change the way we teach: lessons from the Integrative Themes in Physiology curriculum module project
07-04-10
PGC-1: a key regulator of energy metabolism
07-04-10
A role for transcription factor NF-B in autoimmunity: possible interactions of genes, sex, and the immune response
07-04-10
Where's the evidence that active learning works
07-04-10
Teaching and learning in the interactive classroom
