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Teachers' emotions while they teach and how these may play out in their students' experience of mathematics lessons is under-researched. Here, we present a proposition for the incorporation of a type of data not typically included in the study of teacher emotions while they teach: physiological data. Specifically, we present our use of a GSR (Galvanic Skin Response) sensor as a tool that offers approximate indications of how teacher emotions vary during lessons. We report from a study in which experienced secondary mathematics teachers were interviewed before and after observation and video recording of their lessons, during which they wore a GSR device. Episodes from the lessons--selected on the evidence provided by the video recordings, the observations, and the GSR sensor--were used to trigger teacher reflection in the postlesson interviews. A particular focus in the interviews was placed on the interplay between how the teachers' emotional intensity varied during the lesson and their teaching actions. The findings show that the use of the GSR sensor revealed aspects of this interplay not evidenced in the other data sources. The findings are presented using evidence from two participants. We propose that the use of GSR data in tandem with other types of data has the capacity to strengthen teacher reflection on how their emotional intensity may vary during a mathematics lesson and the impact of this variation on the lesson. The paper concludes with outlining the benefits for teacher education and professional development of using this unobtrusive yet insight-generating technology as an effective trigger for pedagogical reflection.

The aim of this study was to investigation of the relationship between knee and ankle angles and squat/countermovement jump heights at the age group of 15-17 swimmers. 10 girls (mean age 15.30±0.48yrs, mean height 165.00±5.33cm, mean mass 49.60±5.10kg) and 13 boys (mean age 16.00±1.00yrs, mean height 178.00±7.32cm, mean mass 64.31±7.35kg) were participated to this study as voluntarily. 10min dynamic dryland warming time were given and after that reflective markers were placed on the lower extremity joints. The wand calibration method was used for calibrated to the area. Fusion Sport Smart Jump matt was located in the area to calculated swimmers' jump heights. Swimmers performed three squat jump (SJ) and countermovement jump (CMJ) trials which were recorded at a frequency of 120Hz using seven high-speed cameras (Oqus 7+). The results were analyzed by Qualisys Track Manager program. Both knee and ankle angles and jump heights relations were calculated. Pearson Correlation and Mann Whitney-U was used in SPSS 21.0 program for analysed. There were no significant relations between SJ and CMJ performances and angles (p>0.05). There were significant differences between boys and girls in both jump heights (p<0.05). For correct jump performance, it is recommended to position the joints according to the recommended optimal angular values. [Note: The publication year (2022) shown on the PDF is incorrect. The correct publication year for this article is 2023.]

This study aims to determine the effect of the Argument-Driven Inquiry (ADI) learning model on students' argumentation skills and mastery of concepts in human excretory system material, especially in the sub-material of kidney disorders. The research method used quasi-experimental with a group pretest-posttest design. The sample of this research was second-grade MIPA students in one of the high schools in Bandung, which consisted of 29 students in the experimental class and 25 students in the control class. The purposive sampling technique did the sampling. The study used some instruments, which consisted of a test of argumentation skills in the form of essay questions, an exam of mastery of concepts in the form of multiple choice, and a questionnaire on student responses to learning using the ADI learning model. The results showed that the ADI learning model had a more significant effect on argumentation skills in the experimental class than in the control class, with a significance value of 0.019. The quality of students' argumentation was at level 3. However, the ADI learning model did not significantly affect students' mastery of concepts in the excretory system material because a significant difference was not found between the pretest and posttest data in both research classes. Student response data shows students respond completely well to applying the ADI learning model. Therefore, the ADI learning model is recommended for biology teachers to improve students' argumentation skills and concepts mastery in other biological materials.

In this paper, we outline a case study describing the incorporation of active learning and flipped classroom techniques in a renal physiology module in 1st year medical school. The module was redesigned over a 2-year period within the teaching for understanding (TfU) framework (generative topics, understanding goals, performances of understanding and ongoing assessment) to include more active learning exercises (clicker response systems centered on clinically relevant problem sets and classroom assessment techniques -- CATs), which culminated in flipping the classroom entirely during the 2nd year. The goal, was to evaluate student perceptions of the flipped classroom model and to reflect on the use of active learning generally. In the 1st year, clicker response systems were favorably received by students, however the anonymous nature of the clicker configuration meant it was not possible to track progress of individual students. CATs revealed that content areas without active learning exercises were often deemed the most unclear by students. Student feedback indicated that the flipped classroom model in the 2nd year was positively received, with students noting it encouraged them to attend classes more regularly and they believed it assisted in developing collaborative learning and knowledge application.

The Human Anatomy & Physiology Society (HAPS) has published a set of learning outcomes to be used for curriculum design of a one-semester introductory physiology course. The outcomes are competency-based and are mapped to core concepts and skills students should develop as undergraduates. This paper is an introduction to how the physiology learning outcomes are organized and how they can be used.

Anatomy and Physiology (A&P) is a foundational sequence of courses required for students to complete as a prerequisite prior to admission to a range of graduate health programs and degrees, some of which include medical schools, nursing, occupational and physical therapy, exercise science, cardiovascular technologist, diagnostic medical sonography, dental hygienist, respiratory care, and radiography. While undergraduate A&P course content is fairly standard, differences in curricula, as well as differences in the student populations within these classes exist. In this paper we examine ways in which a more inclusive teaching environment can be created to support an increased sense of belonging for LGBTQIA+ students within anatomy and physiology courses, potentially leading to higher retention and success rates (Fenaughty et al. 2019; Garvey et al. 2017; National Academy of Sciences 2017; Snapp et al. 2015). Inclusive teaching has largely been absent within STEM disciplines, leading to negative perceived classroom experiences within STEM courses (Snapp et al. 2015; Garvey and Rankin 2015). Faculty can help to reduce barriers to success faced by gender and sexual minority students by growing in cultural competency, using inclusive vocabulary, and infusing their courses with accurate content that allows all students to see themselves in the curriculum.

The study aimed to assess the consequences of an academic educational program on the scholars' knowledge and attitude regarding premenstrual syndromes and, its effect on the absenteeism of scholars in Sabya University College. A quasi-experimental study of 0.97 students recruited study group; data were collected then recollected after the tutorial program session was provided. Data were interred into spss version 26, organized, tabularized, and analyzed using descriptive and inferential statistics. Mean knowledge changed from 3814 pre- to 0.9081 post intervention, good knowledge score was 20.6% changed to 72.2% post intervention, while inadequate knowledge score was 79.4 pre was changed to 27.8 post, which supports the tutorial program. Positive attitude 56.6% pre was changed to 61.9% post. In contrast, the negative attitude was changed from 47.7% to 38% post intervention. Pearson correlation test showed a direct correlation between absenteeism and knowledge score pre and post-intervention. PMS was significantly associated with several problems related to educational activities. The tutorial program resulted in a significant change of data from pre to post-intervention for the study group, also changed attitude, and there's a direct correlation between premenstrual symptoms and absenteeism, premenstrual symptoms were significant effects on educational activities.

Many educators highly recommend integrating science learning with the themes of local wisdom. Orientation to indigenous knowledge and Western science is believed to facilitate students in connecting science learning with the actual condition of their surroundings. The applied curriculum yet widely provided an opportunity for such local integration in science learning. This study aim to investigates the indigenous science and values of Betawi tribe (Indonesia) traditional martial art "silat beksi" to identify ccontent's and valuable context for science learning in biology education on the topic of movements systems. This study employs a qualitative method with a descriptive approach of ethnoscience studies. Data analysis was carried out by qualitatively interpreting the results of interviews and direct observations (data reduction/categorisation, data appearance, drawing conclusions). The results showed twelve reconstructed moves of "silat beksi" based on the bones, joints, muscles and the type of movement. It shows a scientifically rich cultural context in the local wisdom of Betawi people. This research contributes to integrating aspects of local wisdom that are relevant to science learning. It also emphasizes the importance of studying and identifying local wisdom aspects in science learning before being integrated into the curriculum

Creative thinking is an unorthodox way of thinking to produce fresh and new ideas. Creative thinking can be trained using innovative learning strategies. This study aimed to explore creative thinking aspects in the Digital Mind Maps (DMM) created by Universitas Islam Riau, Indonesia, students who were enrolled in Human Anatomy and Physiology course. A rubric containing four aspects of creative thinking, namely fluency, flexibility, originality, and elaboration. The result of the analysis showed that fluency obtained the highest score (95.64) of all aspects, and the lowest score was reported by elaboration (61.43). Findings from this study suggest that students' DMM can be used to determine their creative thinking level because DMM contains distinguished creative thinking details. Based on the results, it can be concluded that the participants' creative thinking has been properly developed. Therefore, it is advisable for lecturers to use DMM to monitor the development of their students' creative thinking.

A renovation incorporated Innovative Learning Environments' design principles. The exploratory study used a Basic Mixed Method, Convergent Parallel Research Design. Behavioral observations and photographic tracing, two surveys (pre- and post-intervention), interviews, and instrument testing. Overall findings: (a) students and educators are excited to come to school, (b) far less negative/destructive behavioral issues, and (c) a sense of pride/belonging imbued. Specifically: (a) ILE designs at the ergo-dynamic furniture level are not as intuitive as hoped, (b) teaching practices guide the use of solutions, (c) students made intuitive use of the ergo-dynamic products in seated positions at both macro and micro levels, and (d) students still had too much sedentary time. Recommendation - provide holistic understanding for all stakeholders of ILEs' positive impact.

Math anxiety (MA) is an important affective factor that contributes to individuals' math proficiency. While self-reports are commonly used to measure MA, a number of limitations are inherently connected to this measuring method. Physiological responses are considered a promising alternative approach, but research is scarce and the empirical evidence is scattered. Therefore, this paper aimed to (1) investigate whether different types of tasks (i.e., difficulty and topic) result in differences regarding self-reported anxiety and physiological measures, and (2) analyse whether physiological measures can account for differences in self-reported MA. We manipulated the difficulty level of a math and non-math task, so this study had a two-by-two experimental within-subject design. The participants were 44 undergraduate students. In terms of the first research aim, results revealed that the difficult math task elicited more self-reported anxiety compared to the easy math task and the difficult non-math task. However, these differences are barely detected by physiological measures. Regarding the second research aim, results showed that phasic galvanic skin responses and heart coherence ratio significantly predicted the self-reported MA. Our findings point to a possible contribution of using physiological measures to understand the construct of MA, meanwhile warning for a too optimistic use of this measurement method.

Purpose: To examine the relationship between acculturation indicators and metabolic syndrome among Hispanic adults living in the Dallas-Fort Worth-Arlington, Texas metropolitan area. Methods: This study utilized secondary data collected from a larger 2014 study among 128 Hispanic adults living in Dallas-Fort Worth-Arlington. The current study examined two research questions: (1) Is there a relationship between acculturation indicators (nativity, duration in the United States, and the Short Acculturation Scale for Hispanics score) and metabolic syndrome among Hispanic adults living in Dallas-Fort Worth-Arlington? (2) Is there a relationship between acculturation indicators and the individual markers associated with metabolic syndrome (high waist circumference, high blood pressure, elevated fasting blood glucose, elevated blood triglycerides, and reduced high density lipoprotein cholesterol among Hispanic adults living in Dallas-Fort Worth-Arlington? Results: Most participants were female (aged 40 and older) born outside of the United States. More than half of the participants had been in the United States fewer than 20 years and revealed loweracculturation scores. More than one-third of the participants also had metabolic syndrome. Prevalence of metabolic syndrome was higher among females compared to males. Most participants had abnormal high-density lipoprotein and waist circumference. Acculturation scores and nativity were not associated with abnormal metabolic syndrome markers. Duration in the United States was not associated with metabolic syndrome markers of high waist circumference, reduced high-density lipoprotein, and elevated blood triglycerides. However, duration in the United States was associated with metabolic syndrome markers of high blood pressure and elevated fasting blood glucose. Conclusions and Recommendations: Acculturation is a multifaceted, dynamic phenomenon that influences health at multiple levels. Future studies can explore a range of social-ecological factors that interact with acculturation and health. Because metabolic syndrome is considered a "lifestyle syndrome," there is an additional need to examine behavioral health and relationships among diet, physical activity, and acculturation. Through a social-ecological and culturally relevant lens, health education specialists can lead interprofessional efforts to promote health literacy and healthy lifestyle behaviors among Hispanic individuals and communities. These action steps can be integral components of professional preparation programs that offer students opportunities to engage in service learning and develop core competencies in their disciplines.

Human anatomy and physiology?is?considered one of the most difficult courses a student can take in a pre-health professional major in the US (Slominski, et. al., 2017). Research has revealed benefits of the use of art and anatomy within medical education, including improved clinical observational skills, greater understanding of disease and patient perspectives, and greater ability to empathize (Bell & Evans, 2014). Bell and Evans (2014) argue that observational skills are often overlooked in medical education. Use of art assignments in a graduate anatomy and physiology course will be discussed with reference to design and learning outcomes.?The purpose of this study?was to?evaluate?the relationship between art and medical education for audiology students. This study aimed to incorporate STEAM education (art assignments, the teaching effect, and community outreach) into audiology curriculum. Auburn University's Au.D. class of 2022 participated in this study, consisting of 10 students. The Student Assessment of Learning Gains (SALG) questionnaire was conducted and provided qualitative and quantitative evidence supporting the integration of art in the Doctor of Audiology curriculum. BASE (pre) and SALG (post) outcomes assessed that the use of STEAM assignments can help improve the retention of the anatomy and physiology within of the auditory system. Cross-tabulations of pre and post course responses show a positive increase in student understanding of course material. A positive perception that art assignments enhanced student confidence and clinical observation skills related to the course was observed. Many students felt they had a great gain in understanding covered topics. The effects of utilizing the teaching effect and community outreach were also positively seen by student participants. Students' opinions following coursework and cross-tabulations support a place for art in health education and healthcare.

The human nutrition model is relevant in Biology education. Researchers and policymakers propose the introduction of modelling practices in science education, including the representation of the model. Despite being scarce, previous studies have shown that the guideline given to students conditions their performance when representing their models. This study addresses how the context given to 79 preservice teachers (PSTs) in two cohorts at the end of a modelling sequence conditions the representations of the nutrition model constructed by them. The contexts were a child running and a lactose intolerant person. Written explanations and drawings of PSTs were analyzed according to the components-mechanisms-phenomena (CMP) framework. PSTs of both cohorts expressed a more developed nutrition model in a running context than in an intolerance context with respect to CMP aspects, which was shown by statistically significant differences. Therefore, the conclusion is that the context conditions the expression of the model. In this case, it was the context that appealed directly to the circulatory system and implied the use of energy, the one that led to a more complete representation of the human nutrition model.

In early 2022, the Human Anatomy & Physiology Society (HAPS) Curriculum & Instruction Lab Survey subcommittee launched the third survey of instructors for introductory undergraduate-level courses in human anatomy and physiology. This manuscript presents analyses of questions regarding the laboratory activities and learning outcomes (LOs) section of the survey and compares results to the first (2014) and second (2017) offerings of the lab survey. Laboratory instruction continues to be a valued component of anatomy and physiology instruction, although a greater variety of resources are now being used. New questions on curriculum development revealed that respondents utilize many techniques and resources to develop their curricula, though respondents at 2-year institutions report significantly lower levels of influence on their A&P curricula compared to respondents at 4-year institutions. Identification of anatomical structure LOs appeared to be prioritized over LOs for each structure's physiological role. Dissections, plastic model manipulations, use of human subjects for physiological experiments, and use of computer simulations have remained stable across all three surveys, although use of anatomical donors and computer simulations have increased over time. Collectively, we observed respondents developing intentional, outcome-directed changes to laboratory instruction while also being limited by historical practices at their institutions. Results also indicated that the COVID-19 pandemic has increased the speed at which instructors are making long-term curricular changes.

In 2022, a subset of the Human Anatomy and Physiology Society (HAPS) Curriculum & Instruction Committee administered the third offering of the HAPS lab survey. This survey included a three-part framework of (1) demographics, (2) lab activities and learning outcomes, and, (3) the impact of a global pandemic on instruction. Here we report on demographics of respondents, their institutions, and students. Survey results related to lab activities and outcomes, and COVID-19 impacts, will be addressed in subsequent manuscripts. The duration of teaching service has been stable with 54.3% to 58.3% of respondents serving at least ten years in their current position, and 88% of respondents working at a single institution. Job responsibilities focused on teaching (98.9%) as well as multiple other commitments including service and lab and/or course coordination. The number of respondents with a terminal degree increased and there has been a decrease in the percentage of respondents working at 2-year institutions, with 50% of respondents working at 4-year institutions, of which a slight majority had graduate programs. Career goals of enrolled students remained focused on allied-health and instructors indicated nursing as the most common student career goal, with a range of other careers also mentioned. Overall, the results affirmed the importance of anatomy and physiology (A&P) instruction and the multiple roles that A&P instructors serve at their institutions.

To recognize and assess the job stressors that teachers face in daily practice is essential. One of the most used objective measures of stress is the heart rate (HR). This pilot study explored the use of a wearable device (smartwatch) to monitor the HR of two teachers over two weeks in the classroom. Educational context variables (subject, class size, timetable, activity learning performed) and environment variables (temperature, humidity, sun irradiance) were related with HR. The results showed significant differences on HR among the teachers according to the educational activity, time of the day, or day of the week. The environmental variables were related differently in each of the participants. The study showed the practical implications of using a smartwatch, or smart bracelet, in the field of education. It provides systematic data that be analyzed and linked to other variables, opening the possibility of measuring real-time stress in the classroom, as an alternative or complement to stress self-reports.

This article's objectives encompassed investigating the factors influencing early romantic relationships among high school students, analyzing the repercussions of such relationships on these students, and proposing policy interventions to address the issue. The research involved a sample of 26 participants, including students with romantic experiences, teachers familiar with student romantic issues, parents, and school leaders. Data collection employed interviews, with subsequent analysis using descriptive and content analysis techniques. The study identified psychological, physiological, and social factors as the primary influencers of early love among high school students. It also highlighted the impact of early romantic involvement on students, encompassing psychological, physiological, academic, and interpersonal dimensions. To mitigate this issue, the study recommends a multifaceted approach, including the establishment of a comprehensive student support system, enhanced legal education, standardized uniforms for all high schools, media coverage regulations, strengthened social monitoring, rigorous internet content management, and the creation of a dedicated research institution. These measures collectively aim to create a healthier environment for high school students grappling with early romantic relationships.

Retention of information is essential for transfer of knowledge from one course to another. Human anatomy and physiology (A&P), offered as a 2-semester course at Notre Dame of Maryland University, is a foundational prerequisite for many health-related programs. For this study the researcher attempted to quantify the knowledge retention decline in the transition from human A&P I to human A&P II. Two cohorts of female traditional college students were administered a cumulative final exam immediately on completion of human A&P I. One cohort (CS1) was given the same test 48 days later. A second cohort (CS2) was given the same test 48 days and 144 days later. There was a significant decline in retention of information in CS1, however, CS2 exhibited no significant decline at either 48 days or 144 days. Interestingly, there was no significant difference between both cohorts on the initial test, an indication that both cohorts were equivalently prepared. Further study is required to understand the disparity in retention decline between the 2 cohorts.

Muddiest point and peer instruction are evidence-based instructional practices that can be used to address student learning gaps. The purpose of this study was to determine the impact of modality (face to face or online) on student perceptions of the effectiveness of combined muddiest point and peer instruction activities in community college anatomy and physiology courses. Data was collected through end of course surveys and included quantitative and qualitative results. While there was no significant difference in student perception of anxiety or contribution to learning among face-to-face and online students, anxiety levels were low and contribution to learning was high for both groups. Both groups generally provided positive qualitative responses, but online students were more likely to provide positive feedback on muddiest point and peer instruction activities than face-to-face students. Negative responses tended to focus on wanting to work alone and dissatisfaction with classmates' contributions. This study was supported as part of the Community College Anatomy and Physiology Education Research (CAPER) project (2111119). https://doi.org/10.21692/haps.2023.023

The use of electronic media in the classroom was prevalent during the height of the COVID-19 global pandemic because it afforded the health and safety of students in blended course modalities. This project aimed to quantify the effectiveness of a three-dimensional computer-based human anatomical online platform in a blended synchronous course design. We asked our students to self-report the learning efficacy and overall student engagement of the online learning platform. We found that with intentional course design utilizing in-person anchored Zoom Buddy blended classes and a 3-D anatomy software, students reported high levels of learning efficacy and engagement in anatomy & physiology courses. The course design presented in this paper provides a viable option should we be faced with similar emergency learning situations or when course enrollments are high and class spaces are limited.

While there has been a recent focus on developing programs to support educational research by community college anatomy and physiology instructors, there is not yet an established long-term community of practice (CoPs) in this particular area. Studies of long-term CoPs, particularly in STEM education, are few and far between. This study examines College in the Schools (CIS), a long-term community of practice for high school anatomy and physiology (A&P) educators in Minnesota and Wisconsin. In addition, this study highlights the factors that attract high school A&P teachers to CIS and the possibility of creating a similar CoP for community college (CC) A&P instructors focused on educational research. It was discovered that despite their varying reasons for joining, members of CIS and CC instructors tend to participate in CoPs similarly. As a result, A&P instructors from CC who are interested in educational research could benefit from a CoP structure similar to CIS over a longer period of time.

The brain organizes somatosensory experience based on the body location from which it originated and the pathway by which in arrived. Here, I present a classroom discussion-based activity centered around the concept of a phantom limb to allow students to explore how cortical representation of sensory experience can be altered. The goal of the activity is to allow students to explore concepts surrounding plasticity of cortical representation. The mouse barrel cortex, a common model system for studying these effects, will be presented to explore potential mechanisms of the change. Finally, the students will hypothesis how the mirror box therapy can be used to ameliorate phantom limb pain without the use of pharmacological treatment. The activity is designed for second- or third-year biology or physiology majors and can be conducted in a single class period. Students can work in small groups answering questions before discussing their answers as a class. There are many opportunities to expand the discussion described.

To reduce academic dishonesty and strengthen learning outcomes, I adopted in-depth oral examinations as my benchmark and summative assessments in a Human Anatomy & Physiology course taught in an online asynchronous setting. This decision led my students and me down the transformative path of mastery learning. This was a "threshold experience" for my students who were learning how to think and express themselves as physiologists. This was also a threshold experience for me as I explored the scope of the oral examination in promoting skill acquisition while nurturing a relationship-rich learning environment. By employing "deliberate practice" principles including basic drills, one-on-one weekly check-ins, and small group recitation sessions, students exceeded benchmarks for conceptual understanding, mastery of fundamentals, and application of concepts to clinical scenarios. Students consistently reported that they were happy within this learning environment. With meticulous planning, it is possible to motivate students to learn for mastery and acquire expertise by employing oral exams as the pivotal assessment strategy in an online course thereby also making academic dishonesty almost irrelevant.

The learning process must actively involve students and provide opportunities for them to improve their critical thinking skills. This study determines the effect of the implementation flipped classroom on the critical thinking skills of students in the learning of the human respiratory system in class XI SMAN 16 Medan. This study included a quasi-experiment type with one group pretest-posttest design and was conducted in three meetings. The research instrument used is an essay test of 5 questions. Data obtained from this study include the value of students' critical thinking skills both in general and in each indicator, and the N-gain of students' critical thinking ability. The data obtained were analyzed to obtain an average value. The results of the data analysis showed that the average score of students' critical thinking skills in general increased from 39.6 before learning was carried out to 80.8 after learning was carried out. The average student score gets an N-gain score of 0.68 with the moderate improvement category. The average score of students after learning on each indicator is as follows: the basic classification indicator is in the high category (74), basic support is in the very high category (92), inference is in the high category (75), advance classification is in the high category (75), and strategy and tactics is in the very high category (88). Based on the results of the study, the flipped classroom learning model can improve the critical thinking skills of grade XI students in SMAN 16 Medan in learning the biology of the human respiratory system material.

Since pre-internship medical students appeared inefficient in acquiring fundamental knowledge in large classes, a hybrid instructional method of problem-and-lecture-based learning (PLBL) was designed to leverage the complementary strengths of PBL in reasoning under minimal guidance and LBL in immediate knowledge retention. We improved PBL (IPBL) in its instructional process and grading in a way that's feasible in large classes, divided in IPBL almost 50 students into 7-10 squads as a figure simulating student counts in classic PBL class to strive for each squad member to achieve the same level of knowledge, and applied IPBL to about half of the instructional contents while LBL to another half for their complementary strengths. In this case, PLBL led to more number of test questions correctly answered by all students in a class, more students in higher test score buckets, and higher student perception scores on the methodology. PLBL facilitates fundamental knowledge acquisition in large classes within 50 students prior to medical internships.

The Medical Council of India (MCI) has stressed the necessity of Early Clinical Exposure (ECE) for a better understanding of preclinical medical subjects. However, its implementation at the medical college level in the current Indian scenario is a big challenge due to the large classroom strength and smaller number of faculty in preclinical subjects. The aim of this study to introduce ECE in physiology at our medical college, we planned an ECE session on anemia and recorded the students' perceptions regarding the same. We conducted an ECE session on Anemia designed by the subject experts of the Physiology and Medical Education Unit (MEU) faculty of our institute. We conducted a cross-sectional survey among MBBS students of 2019 batch using a pre-validated questionnaire via online Google form to capture their perceptions regarding the ECE session. After exclusion, a total of 127 responses from medical students were included for data analysis. The majority of the students responded that the overall format of the ECE session was appropriate and that the session was helpful to them in the clinical application of their knowledge about Anemia. More than 75% of students opined that the ECE session made basic science learning more interesting and they felt motivated to read further on the topic. About 80% of students preferred ECE over traditional teaching. In conclusion, Students find ECE to be interesting, motivating, and helpful for the clinical application of basic science knowledge into clinical practice. Hence, ECE should be conducted more frequently and more topics should be taught by ECE at all medical colleges.

This study aimed to determine the differences: (1) critical thinking skills, (2) interest in learning, and (3) critical thinking skills and learning interests of class XI students using the guided inquiry learning model accompanied by learning videos. The method used is a quasi experiment with a posttest only control group design. The population in this study was class XI MIPA with 289 students and the sample used was class XI 4 and class XI 5 with 84 students. The sampling technique used is cluster random sampling. Collecting data on critical thinking skills uses a test, while collecting data on interest in learning uses a questionnaire. The data analysis technique used the t test and the manova test. The results showed that H[subscript 1] (t test) obtained the value of Sig. = 0.041 (<0.050), H[subscript 2] (t test) obtained Sig. = 0.041 (<0.050), and H[subscript 3] (manova test) obtained Sig. = 0.007 (<0.050). It was concluded that there were significant differences: (1) critical thinking skills, (2) interest in learning, and (3) critical thinking skills and learning interests of class XI students using the guided inquiry learning model accompanied by learning videos.

The biology education literature includes compelling assertions that unfamiliar problems are especially useful for revealing students' true understanding of biology. However, there is only limited evidence that such novel problems have different cognitive requirements than more familiar problems. Here, we sought additional evidence by using chatbots based on large language models as models of biology students. For human physiology and cell biology, we developed sets of realistic and hypothetical problems matched to the same lesson learning objectives (LLOs). Problems were considered hypothetical if (i) known biological entities (molecules and organs) were given atypical or counterfactual properties (redefinition) or (ii) fictitious biological entities were introduced (invention). Several chatbots scored significantly worse on hypothetical problems than on realistic problems, with scores declining by an average of 13%. Among hypothetical questions, redefinition questions appeared especially difficult, with many chatbots scoring as if guessing randomly. These results suggest that, for a given LLO, hypothetical problems may have different cognitive demands than realistic problems and may more accurately reveal students' ability to apply biology core concepts to diverse contexts. The Test Question Templates (TQT) framework, which explicitly connects LLOs with examples of assessment questions, can help educators generate problems that are challenging (due to their novelty), yet fair (due to their alignment with pre-specified LLOs). Finally, ChatGPT's rapid improvement toward expert-level answers suggests that future educators cannot reasonably expect to ignore or outwit chatbots but must do what we can to make assessments fair and equitable.

Over the last two decades, the growth and development of the fields of Dance Science and Pedagogy, as practice, research and area of study, has changed the landscape of 21st Century training and performance. The aim of this paper is to stimulate thinking and initiate dialogue between practitioners and academics in the exploration of new solutions to ongoing pedagogical tensions within the vocational training environment. In recognising the challenge which an interdisciplinary approach brings to dance (integrating the science of content and the art of delivery), this paper explores the integration of coaching pedagogical concepts and practices, to inform an innovative approach to dancer empowerment, placing the dancer central to the learning environment. The paper proposes an empowered dancer focused framework for coaching with the emphasis being placed on the development of the dancer displaying the skills of self-determined, decision-making and are empowered across the life cycle of their career(s).

This study aims to determine what pre-service teachers know about the path of water through the body, and how they intend to explain this knowledge to five-year-old preschool children. This study aims to see the opportunities young children in preschool can obtain from an explanation of the nature of science related to an everyday life activity. A questionnaire was distributed to 42 pre-service teachers participating in the study. They study part time at the university (75% studying and 25% working), and most of the students are or have been working in preschools. All the students have passed the mandatory science courses. Data were collected through a questionnaire where the students explained their knowledge using drawings, and explaining pedagogic standpoints in open-ended questions. The results concluded that four pre-service teachers could sufficiently explain the workings of three organ systems. However, only one of the four intended to mention the three systems necessary for providing a coherent explanation of the body to a five-year-old child. Even the pre-service teachers who could describe more than one system did not intend to explain what they knew to the children. A typical response from the students was that they would seek facts together with the child.

The age of the onset of menstruation, termed menarche, has been declining for decades worldwide. Approximately 12% of Australian girls reach menarche between eight to 11 years of age. Current health and physical education subject guidelines from the Australian Curriculum Assessment and Reporting Authority state that puberty education should be introduced to students between year levels five to six (ages 10-12) when many have already begun puberty. To explore how girls experiencing early menarche are currently supported in Australian primary schools, semi-structured telephone interviews were conducted with 15 primary school staff from separate schools, including teachers, principals, a school services officer, and a school counsellor. Thematic analysis identified three main themes, (1) the prevalence of deficit models of early menarche and children's capacity to know; (2) gendered gatekeeping of menstruation knowledge; and (3) systemic barriers and inconsistencies in menstruation education. Our analysis complements but extends recent calls for improvements to menstruation education in Australian schools. Affirmative menstrual support practices and facilities are needed in primary schools to normalise and encourage conversations with students about menarche and menstruation irrespective of age, gender, class or culture.

Background: Constipation impacts health-related quality of life with a burden similar to other chronic conditions. This study characterises the prevalence of constipation and its associated factors in older adults with intellectual disability. Methods: Data from the Intellectual Disability Supplement of The Irish Longitudinal Study on Ageing was analysed using bivariate and multivariate approaches. Results: Constipation affected 43.5% of this cohort and was more common in females, those in residential settings, and those with a severe/profound level of intellectual disability. The type of residence, level of intellectual disability, a low fat diet, high cholesterol, multimorbidity and, physical activity predicted constipation status with 67.7% accuracy. Physical activity was associated with lower constipation prevalence, where minimal activity was sufficient to observe this effect. Conclusions: Constipation is a common health concern in older people with intellectual disability. This analysis reveals characteristics that should inform the careful monitoring of bowel health in this population.

Introduction: The preferences of people with profound intellectual and multiple disabilities (PIMD) often remain unfulfilled since it stays challenging to decode their idiosyncratic behavior resulting in a negative impact on their quality of life (QoL). Physiological data (i.e. heart rate (variability) and motion data) might be the missing piece for identifying emotions of people with PIMD, which positively affects their QoL. Method: Machine learning (ML) processes and statistical analyses are integrated to discern and predict the potential relationship between physiological data and emotional states (i.e. numerical emotional states, descriptive emotional states and emotional arousal) in everyday interactions and activities of two participants with PIMD. Results: Emotional profiles were created enabling a differentiation of the individual emotional behavior. Using ML classifiers and statistical analyses, the results regarding the phases partially confirm previous research, and the findings for the descriptive emotional states were good and even better for the emotional arousal. Conclusion: The results show the potential of the emotional profiles especially for practitioners and the possibility to get a better insight into the emotional experience of people with PIMD including physiological data. This seems to be the missing piece to better recognize emotions of people with PIMD with a positive impact on their QoL.

Physiological measures associated with emotional expressions have been used extensively in lab- and, more recently, digital-learning settings. However, the portable and ubiquitous nature of hardware that measures these physiological features makes them particularly useful in situations where you do not want the hardware to be too obtrusive, like in contexts of informal learning. In this proof-of-concept study, we apply skin conductance methods that measure Electrodermal Activity (EDA) to a family everyday activities context, in which a parent and their children, complete several science learning activities, while being recorded by both video and EDA hardware. We analyse the resulting data in three different ways: (i) a peak analysis in software recommended by the hardware provider, (ii) a conventional, qualitative microanalysis, and (iii) a method mainly used by econometricians to discover 'structural breaks' in time series data. We conclude that all three provide a piece of the overall puzzle, revealing up- and down-sides of each method.

Human anatomy is a key subject area within undergraduate kinesiology programs. However, literature detailing the course structures, available resources, and teaching approaches used to deliver anatomy education in kinesiology programs is lacking. The present study sought to address this deficit by surveying instructors in Canadian university and college kinesiology programs regarding the anatomy courses they offer. The median (IQR) reported enrollment across 48 courses (40% response rate) was 165 (155) students and the mean (±SD) student/instructor ratio was 20:1 (±9) for the laboratory/tutorial sessions. Systemic or regional approaches to teaching were utilized in 39.6% of courses each, while 20.8% used both. Weekly contact times for in-person lectures and laboratories were 2.7 (±0.5) hours and 1.9 (±0.8) hours, respectively. Written assessments accounted for 64% (±20) of students' final grades, while practical tests accounted for 29% (±18). Joints and the skeletal, muscular, and nervous systems were the most covered units (>85% of courses). The most common resources available to students were atlases, plastic models, skeletons, and interactive software; human cadaver dissection was used in 7% of courses. Primary instructors for 95.5% of courses were permanent faculty/staff, but student assistants were utilized in half the courses, mostly for marking and laboratory activities. Overall, these results add considerably to the literature from allied health disciplines and fill a deficit in studies on the teaching methods and resources used for human anatomy education within Canadian undergraduate kinesiology programs. Accordingly, these findings may be used to inform curriculum design and best practices in anatomy course delivery.

The pandemic has exacerbated student dysregulation, leading to drastic changes in academic achievement and student behavior today. Mindfulness, an evidence-based practice, can help to regulate the nervous system (Rashedi et al., 2020; Taylor et al., 2019) or "unflip a student's lid" (Siegel, 2012, p. 10-6). This allows students to manage their behavior and shift their focus to learning. In this article, we discuss the rise of concerns regarding students' mental health, the relationship between the nervous system and student behavior and mental health, and how mindfulness and movement are connected to the body. We also review research on mindfulness-based interventions and how school counselors can effectively implement such interventions within multitiered systems of support (MTSS) with fidelity and feasibility.

With the development of technology, people expect real-time communication with computers. Wearable devices, such as those for monitoring physiological signals, have rapidly developed and are now being applied in college and university evaluation. Due to the non-standard and unscientific practices in teaching, teachers may experience psychological obstacles when evaluating students. To ensure successful evaluation, we must motivate teachers to correctly understand and actively participate in the evaluation process, thus facilitating communication between people and computers. Emotion recognition based on multi-physiological signals, such as ECG, pulse, electromyography, electrodermal, and respiratory signals, is an effective method for achieving this. This dissertation conducts in-depth research on the methods for emotion recognition based on multi-physiological signals. It explores feature extraction methods, feature selection, and fusion to provide objective assessments of physiological and psychological activity states, which are used as a basis for accurate emotional judgments.

Dehydration is a typical problem among the elderly people who live in nursing homes. It is a condition that is costly in terms of health care costs and length of treatment due to the illnesses it causes. It is a condition that can be prevented, and elderly people can benefit from initiatives to increase their fluid intake. This study aimed to find out how the hydration status of elderly people is affected by hydration education. It was also an assessment of the participants' hydration status and water intake from sources. Forty-three elderly people from two nursing homes participated in this quasi-experimental study. There were 25 elderly in the intervention group (IG) and 18 in the control group (CG). For one month, 40-minute sessions per week (20 minutes of education and 20 minutes of activity) were devoted to teaching about fluid consumption. To evaluate the effectiveness of the education, the water balance questionnaire, urine USG and pH measurement, and the Physical Activity Scale for the Elderly were assessed before, at the end of the intervention, and three months after. The results showed that the IG group's hydration improved, and their short-term water consumption increased. Education needs to be carefully implemented and the results followed up to ensure that elderly people develop a habit of drinking water.

After a time away from the classrooms and laboratories due to the global pandemic, the return to teaching activities during the semester represented a challenge to both teachers and students. Our particular situation in a Microbial Physiology course was the necessity of imparting in shorter time, laboratory practices that usually take longer. This article describes a 2-week-long laboratory exercise that covers several concepts in an interrelated way: conjugation as a gene transfer mechanism, regulation of microbial physiology, production of secondary metabolites, degradation of macromolecules, and biofilm formation. Utilizing a Quorum Quenching (QQ) strategy, the Quorum Sensing (QS) system of "Pseudomonas aeruginosa" is first attenuated. Then, phenotypes regulated by QS are evidenced. QS is a regulatory mechanism of microbial physiology that relies on signal molecules. QS is related in "P. aeruginosa" to several virulence factors, some of which are exploited in the laboratory practices presented in this work. QQ is a phenomenon by which QS is interrupted or attenuated. We utilized a QQ approach based on the enzymatic degradation of the "P. aeruginosa" QS signals to evidence QS-regulated traits that are relevant to our Microbial Physiology course. Results obtained with the same test performed by a random group of students before and after the activities show the positive effectiveness of the approach presented in this work.

This study examined several early childhood education and care (ECEC) factors and their relation to children's salivary cortisol slope and hair cortisol concentration (HCC). The study is part of the cross-sectional DAGIS study, conducted in 2015-2016, examining 66 preschools and 677 children aged 3-6 years in Finland. Two saliva samples from one childcare day and a hair sample were collected from the children. Educators' education level, perceived stress, and occupational well-being factors, group size, child-adult ratio, and amount of childcare per week were assessed by questionnaires filled in by educators and guardians. Higher educators' education level was associated with a higher likelihood of children having a declining salivary cortisol slope. Educators with higher perceived stress were associated with a lower likelihood of children having a declining cortisol slope, but the result was attenuated in the adjusted model. Child-adult ratio was negatively associated with HCC. The results indicate that educators' higher education level and possibly lower stress associate with a favourable cortisol profile in children, suggesting less stress. These factors should receive attention when considering children's stress at childcare.

During adolescence, increases in pubertal hormones lead to reproductive maturity as well as changes in cognitive development. Yet, little is known about how to best characterize interindividual differences in hormone concentrations. The goal of the current study was to examine the antecedents and consequences of membership in empirically derived hormone profiles. Data were drawn from 10,816 youth (48.1% female, M[subscript age] = 9.91, SD[subscript age] = 0.63) in the Adolescent Brain Cognitive Development (ABCD) study. Latent profile analysis (LPA) stratified by sex was used to derive hormone profiles using basal testosterone, dehydroepiandrosterone and estradiol (girls only). Eight profiles (four female profiles and four male profiles) were identified. They primarily represented differences in hormone levels (e.g., low hormonal milieus vs. high hormonal milieus), but also reflected discordance (e.g., high estradiol versus. high testosterone). There were limited sociodemographic differences, particularly after correcting for multiple comparisons, but youth with higher hormone milieus exhibited better inhibitory control, visuospatial processing and decision-making skills even after adjusting for age, pubertal status and demographic data. Thus, youth-centered approaches that focus on patterns of individual characteristics suggest that hormonal markers may provide unique information about associations between biological and cognitive development.

During the COVID-19 pandemic, it was suddenly necessary to shift college courses online. Many instructors without experience teaching online were faced with decisions about how to structure their courses and support students during the pandemic. In the three introductory STEM courses described in this article, instructors chose to include online teamwork activities. In this study, we have surveyed the students about their experiences participating in active learning teamwork activities in online computer science or human anatomy and physiology courses during the COVID-19 pandemic. The overwhelming majority of students rated the experience of their team as positive. Most students cited interpersonal interactions, productivity, or team members' equal contributions as reasons for their positive rating of the team. In all of these courses, students reported benefits of the experience to include teamwork, connections, and communication. Overall, instructors in these three introductory STEM courses felt positively about structuring their online courses to include teamwork learning activities and appreciated the community and connection benefits for students.

Studies have identified negative effects of cortisol, a stress hormone, on academic performance. Because natural disasters induce community-wide stress, students who experience natural disasters may subsequently perform worse academically. Our study is the first to examine the immediate effects of close exposure to a natural disaster on academic performance. We examine the impact of the 2017 Pohang earthquake in South Korea on college entrance exam scores. The 5.4 magnitude quake occurred one day before the scheduled nationwide college entrance exam date, necessitating its postponement for one week. Several aftershocks occurred during that postponement period. We find that the earthquake decreased the reading test scores of students in the Pohang area by 0.05 standard deviation but had no effect on math test scores. The reading test was administered earlier in the day than the math test, so these findings suggest that students taking exams in post-traumatic situations might be able to perform better after a warm-up testing period. Finally, male students suffered the largest adverse impacts on their reading test scores, with serious implications given the high-stakes nature of the exams.

Bully victimization is known to cause adverse psychological outcomes; however, resilience may mitigate the more adverse effects. Little is known regarding the role played by BDNF Val66Met polymorphism in youth resilience against psychological harm caused by bully victimization. In this cross-sectional study, a community sample of 598 participants (M[subscript age] = 20.1 ± 1.4 years, 48.8% males) completed the questionnaire on bully victimization, resilience, and psychological symptoms. Salivary genomic DNA was genotyped for the BDNF Val66Met polymorphism. A path analysis was used to test the mediating role of resilience in the association between bully victimization and psychological symptoms. Furthermore, the BDNF genotype was added to the model to explore its moderating effects on the mediating role of resilience in the path with 5000 bootstrapped samplings using SPSS PROCESS Macro. Results revealed a significant indirect effect via resilience that accounted for 17.2% of the association between bully victimization and psychological symptoms. While the Val66Met polymorphism interacted with bully victimization to predict resilience scores, bully victimization was more strongly associated with poor resilience (F = 4.59, p = 0.03) in subjects with the Met/Met genotype ([beta] = -3.22, p < 0.001), as compared to participants with other genotypes ([beta] = -1.33, p = 0.051). Findings suggest a gene-environment interaction effect on psychological resilience in bully-victimized youth.

Recognizing and appropriately responding to others' emotional expressions is important for children's moral and social development. Impairments in the emotion recognition of individuals high on Callous-Unemotional (CU) traits are thought to explain their reduced empathic responding, interpersonal problems, and persistent antisocial behaviour. The current study uses accuracy ratings and physiological measures to assess changes in identifying and reacting to others' sadness, respectively, among children high on CU traits who received one of three brief parenting interventions designed to address their emotional deficits. Participants were 68 children (M[subscript age] = 7.50 years, SD = 1.49, 46% female), selected from a larger screening sample (N = 1,283). The study assessed emotional accuracy and skin conductance reactivity during the presentation of sad video scenes pre- and post-intervention. Parents and children participated in three intervention programmes (i.e., Parent-Child Interaction Therapy-CU, Coaching and Rewarding Emotional Skills, Emotional Engagement) designed to target the emotional deficits of children with CU traits. Findings support the amenability of emotional deficits related to empathic responding to others' sad expressions among children high on CU traits. Specifically, children showed improved ability to accurately identify sad emotions as well as increased autonomic reactivity (i.e., skin conductance) to sad expressions at post-intervention. Our findings draw attention to the importance of parenting interventions aiming to enhance the emotional functioning of children high on CU traits.

Objective: This study examined the effects of a college mindfulness course on vital-signs and Five Facet Mindfulness Questionnaire (FFMQ) scores. Participants: Two independent groups of 20 students were enrolled in the mindfulness course during the Fall 2018 ("Trial 1") and Spring 2019 ("Trial 2") semesters. Methods: Blood pressure, heart rate, and respiration rate were recorded before and after in-class mindfulness meditations several times throughout each semester. FFMQ scores were recorded at the beginning and conclusion of each semester. Results: Statistical analyses indicated that 20 minutes of mindfulness meditation significantly decreased respiration rate (both trials) and heart rate ("Trial 2") for female students. There were significant changes in the FFMQ mean scores for "non-react," "observe," "act aware," and "non-judge." Conclusions: These results suggest that mindfulness meditation may be beneficial for students to enhance their well-being. Recommendations are provided to further examine the implications of consistent mindfulness practices for college students.