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The laboratory course is an excellent venue to apply content, practice inquiry, improve critical thinking, practice key clinical skills, and work with data. The use of inquiry-based course projects allows for students to propose open ended questions, form a hypothesis, design an experiment, collect data, analyze data, draw conclusion, and present their findings. This comprehensive experience is ideal for a capstone (senior level) laboratory course that is the culmination of 4 yr of study in the degree. At Michigan State University, the capstone laboratory has incorporated a formal course-based research experience in human physiology. The rationale and logistics for running such an experience are described in this paper.

Physiology instructors often are faced with the challenge of providing informative and educationally stimulating laboratories while trying to design them in such a way that encourages students to be actively involved in their own learning. With many laboratory experiments designed with simplicity and efficiency as the primary focus, it is sometimes difficult to design in-class experiments that are able to meet all of the above criteria. This article describes an approach being used at Michigan State University to help make the undergraduate laboratory exercise more "minds on," taking elements from each of the four instruction techniques for teaching physiology labs (expository, inquiry, discovery, and problem based.) In this new model, students use information provided to them in a prelaboratory lecture about the topic of study and then must formulate a hypothesis, answering guided prompts from the lecture to form a hypothesis about the outcome of the upcoming experiments and then turn in this hypothesis to the instructor as well as write it in their weekly homework. By turning in a copy of the hypothesis before they perform the experiment, this ensures that students do not alter their hypothesis after seeing the results of the pooled class data. Not being able to alter the hypothesis is a critical component to the success of this laboratory model. Not only does this prevent students from altering their hypothesis to match the "correct" or "expected" results, but it also reinforces the idea that wrong ideas and expectations are not "incorrect" but rather offer opportunities for better understanding. In semesters that did not use this method of turning in the hypothesis, problems arose with students often making incorrect predictions about the laboratory and feeling the need to change their hypothesis to match their observed results in their weekly homework after the experiment had been completed. Adding a hypothesis-generating exercise to each laboratory experiment is a mentally stimulating exercise that forces students to become involved in the laboratory they are performing. This participation forces engagement and critical thinking from the student and allows for immediate confirmation or rejection of their proposed hypothesis upon completion of the laboratory when the pooled class data is displayed. The addition of a hypothesis generation activity increases student investment in laboratory experiments and helped lead to a commitment to quality for in class data partly due to this prediction and immediate feedback. Through these elements and changes to the laboratory environment, curiosity and enthusiasm are fostered and a better learning environment and a more productive classroom are created.

Physiologists are seen as professionals with a unique understanding of life, health, and disease, essential to the progression of knowledge regarding human functions and health. Among these experts however, the thematic of the "Future of Physiology" has been regularly present in the agenda of physiology organizations around the world as various uncertainties about teaching and research in human physiology emerged. The Physiology Majors Interest Group (P-MIG) 2019 meeting provided the occasion for some strategic reasoning and planning, aiming to identify the trends that might drive future changes in human physiology. Twelve physiologists, all experts in different areas of Physiology research and teaching, nearly all based in North America, volunteered to participate in this focus group. The session was audio recorded. A verbatim transcript of the recording was then analyzed through thematic analysis, aiming to identify the most relevant themes for the future of Physiology and how these themes might unfold. The group concluded that a shared consciousness on general goals is present, meaning to preserve and develop the interdisciplinary/integrative nature, to promote more innovative teaching/ learning practices, and to acknowledge technology as the main catalyst for research and teaching innovation and progress. This consciousness was present in all participants. The group also concluded that transformation will likely need to be more effective, and should involve the Physiological Societies and organizations around the world. Special emphasis was placed on the need to share common competences for curriculum definition, common guidance for teaching practice, and common assessment procedures, with particular attention recommended toward science communication. [ABSTRACT FROM AUTHOR]

Cardiac sympathetic nerve activity is an important short-term controller of cardiac function and arterial pressure. Studies also suggest that long-term increases in cardiac sympathetic nerve activity may contribute to hypertension, coronary artery disease, and cardiac remodeling in heart failure. However, our understanding of the role of cardiac sympathetic nerves in chronic models of cardiovascular disease has been limited by inadequate experimental approaches. The present study was conducted to develop a surgical method to surgically denervate the sympathetic nerves of the rat heart for long-term cardiovascular studies. We characterized the effect of cardiac sympathetic denervation on basal levels of mean arterial pressure (MAP) and heart rate (HR) and the responses to a chronic administration of atenolol, a [[beta].sub.1]-adrenoceptor antagonist. Rats were instrumented with telemetry transmitters for continuous recording of MAP and HR. After a 4-day baseline period, the rats were subjected to bilateral stellate ganglionectomy (SGX; n = 9) or sham surgery (Sham; n = 8). Seven days following SGX or Sham, the rats were administered atenolol for 5 days, followed by a 7-day recovery period. Following a transient decrease, SGX had no effect on basal MAP but decreased HR compared with baseline and Sham rats. Five days of atenolol treatment decreased MAP similarly in SGX and Sham rats. Atenolol resulted in a marked bradycardia in Sham rats but had a neglible effects on HR in SGX rats. The measurement of the content of cardiac catecholamines in all cardiac chambers at the end of the study verified a successful sympathetic denervation. This study confirms that bilateral SGX is a useful method to study the contribution of cardiac sympathetic nerves on the regulation of cardiac function. Moreover, these results suggest that cardiac sympathetic nerves are relatively unimportant in maintaining the basal level of MAP or the depressor response to atenolol in conscious, unrestrained rats. cardiac sympathetic nerve activity; heart rate

The cardiac neuronal norepinephrine (NE) transporter (NET) in sympathetic neurons is responsible for uptake of released NE from the neuroeffector junction. The purpose of this study was to assess the chamber distribution of cardiac NET protein measured using [[sup.3]H]nisoxetine binding in rat heart membranes and to correlate NE content to NET amount. In whole mounts of atria, NET was colocalized in nerve fibers with tyrosine hydroxylase (TH) immunoreactivity. NE content expressed as micrograms NE per gram tissue was lowest in the ventricles; however, NET binding was significantly higher in the left ventricle than the right ventricle and atria (P < 0.05), resulting in a significant negative correlation ([r.sup.2] = 0.922; P < 0.05) of NET to NE content. The neurotoxin 6-hydroxydopamine, an NET substrate, reduced NE content more in the ventricles than the atria, demonstrating functional significance of high ventricular NET binding. In summary, there is a ventricular predominance of NET binding that corresponds to a high NE reuptake capacity in the ventricles, yet negatively correlates to tissue NE content. reuptake; 6-hydroxydopamine; stellate ganglia; noradrenaline

Michigan State University's senior-level undergraduate physiology capstone laboratory uses a simple exercise termed "Physiology in the News," to help students explore the current research within the field of physiology while also learning to communicate science in lay terms. "Physiology in the News" is an activity that charges the students with finding, for themselves, press release information on where the field of physiology is today. This paper describes how this activity provides physiology students with several important skills required to be active and articulate physiologists, and encourages students to be well-informed scientific citizens and keep current on all areas of physiology.