Exploring Educational Transformations Through the Innovative Flipped Learning Instruction Project (IFLIP) Symposium

The flipped classroom is an innovative pedagogy that shifts content delivery outside the classroom, utilizing in-class time for interactive learning. The pre-class and in-class activities in this framework encourage individualized learning and collaborative problem-solving among students, fostering engagement. The Innovative Flipped Learning Instruction Project (IFLIP) conducted faculty development workshops over four years, guiding STEM faculty in integrating flipped teaching (FT) into their courses. The research aimed to assess its impact on pedagogical practices, explore its effectiveness, and provide a framework to implement FT across multiple institutions. It sought to evaluate the experiences of these educators throughout the transitional period of instructional change. In the fourth year of this project, a symposium was organized for IFLIP participants to share their experiences and findings concerning FT. This symposium helped promote collaboration among IFLIP participants and faculty interested in FT to disseminate participants' knowledge and experiences in implementing FT strategies. A survey conducted at the end of the symposium indicated that faculty participants with FT experience continued to embrace this pedagogy, and the new adopters expressed intentions to incorporate it into their courses. The survey revealed positive responses: 93% of respondents plan to integrate FT methods in future classes, 90% gained new information from the symposium and intend to implement it, and 91% are likely to recommend FT to colleagues. Ultimately, the symposium underscored the transformative impact of FT in empowering educators to deepen students' conceptual understanding, emphasizing the significance of this pedagogical approach in advancing the quality of education.

Exploring physiology instructors' use of core concepts: pedagogical factors that influence choice of course topics

The physiology core concepts are designed to guide instructors in undergraduate physiology courses. However, although past work has characterized the alignment of physiology programs with the core concepts, it is unclear to what extent these core concepts have influenced instructors' pedagogical decisions or how represented these core concepts are across physiology courses. We surveyed undergraduate physiology instructors to determine their familiarity with the core concepts, the impact of the core concepts on their teaching, as well as the alignment of their courses with these core concepts. Instructors report predominantly relying on textbooks and past syllabi of their courses as resources that influence their instructional decisions on which topics to include in a course. However, many instructors report reorganizing their physiology courses in subsequent iterations or reducing the number of concepts covered to allow more time for critical thinking and active learning. In addition, we find that the majority of instructors indicate that they are not knowledgeable about the list of physiology core concepts and that the influence of these core concepts is limited even for those who report familiarity with the list of core concepts. Finally, we find that instructors report uneven coverage of physiology core concepts in their courses, with some core concepts ubiquitous while others are sparsely covered. We conclude by discussing implications of our work for the physiology education community and call for the continued development of resources to support new physiology instructors and the need to promote coverage of certain core concepts in physiology courses.NEW & NOTEWORTHY The physiology core concepts are a critical resource for undergraduate physiology instructors. Despite this, little past work has investigated the impact of these core concepts across institutions. We find that most instructors are unfamiliar with these core concepts and instead rely on other resources when developing and revamping their physiology courses. We also identify uneven coverage of the core concepts in the curriculum and offer implications for the physiology education community.

Using the Teaching Career Enhancement Award from the American Physiological Society to train faculty to successfully implement flipped teaching

Flipped teaching (FT) is a student-centered instructional method that shifts lectures out of the classroom and uses a variety of activities to apply content during class time. FT has gained attention among educators as a student-centered instructional method. However, many faculty still lack the skills, knowledge, confidence, and expertise to implement FT in their classrooms. Therefore, course-specific training and focused mentorship are critical in successfully implementing FT. Four faculty members, from an adjunct professor to a full professor, from four diverse institutions around the country, were recruited and funded through the American Physiological Society's Teaching Career Enhancement Award to receive training in the implementation of FT in their courses. This study aimed to provide specific tools and strategies to engage students in deeper learning through activities in the participants' courses. A course was built using the Blackboard Learning Management System for the participants to receive relevant readings to be completed prior to the FT workshop. Upon completing this training, the participants examined the design and execution of FT in their classrooms and, subsequently, reflected on and refined their future course offerings. The facilitator mentored the participants throughout the process, including an on-site observation of a live FT session. Both qualitative and quantitative data were collected before and after their FT experiences. Based on the survey results, this study helped improve the FT knowledge and self-efficacy of all participants. In conclusion, the faculty utilized the training and mentoring to implement FT in their classrooms successfully and disseminate their experiences and findings.

Redesigning a face-to-face course to an asynchronous online format: a look at teaching pathophysiology with software that enhances student engagement

The COVID-19 pandemic, while disruptive and abrupt, provided instructors opportunities to redesign face-to-face (F2F) lecture courses to an online asynchronous delivery mode. Asynchronous course delivery is often synonymous with recorded lectures, discussion boards, and standardized assessments, yet this mode can be student-centered, include active learning, and engage students. Our undergraduate clinical pathophysiology course was redesigned with Understanding Your Physiology (Lt by ADInstruments) lessons with video case studies in place of a textbook. Most students (72.7%) found the Lt activities effective in helping them learn the material as well as a cost-effective replacement for a traditional textbook (50%). In addition, the course design focused on different types of Lt activities to deliver the course content in an interactive way. Specifically, students (82%) appreciated the opportunity to select an answer without penalty and make another selection if needed. The type of activity that students selected as most effective in helping them learn and understand the content was the ability to determine which statements were correct/incorrect (32%). Students enjoyed the video case studies of patients because they were directly related to course content, were visually engaging, and used real patients who told their personal story. All these factors contributed to the success in achieving the study's goals of redesigning a F2F lecture course to an asynchronous online format. The online course led to verifiable pedagogical outcomes of using the Lt platform to engage students in learning. This course was offered again in 2021, filled quickly, and will continue to be offered each year.

Tunes in the Zoom Room: Remote Learning via Videoconference Discussions of Physiology Songs

As most instruction has been forced online, biology instructors have become acutely aware of the many advantages and limitations of online teaching. Here, we investigate one possible advantage of online education: the ease of allowing remote guest speakers to interact with students in real time. In particular, we piloted a model in which guest speakers could facilitate direct music-related interactions with students, possibly benefiting students' content knowledge and sense of community. In the context of an undergraduate animal physiology course, face-to-face lessons on arterial blood gases and the renal system were supplemented with videoconferences with a guest speaker who presented relevant content-rich songs and led class discussions of the lyrics. Survey and test data suggested that, after each of the lessons, the students (i) had increased confidence in their understanding of the material, (ii) performed better on objective test questions, and (iii) attributed their learning chiefly to the musical intervention. While our approach awaits further exploration and testing, this report provides preliminary evidence of its feasibility and offers practical suggestions for others who may wish to give it a try.

Using dramatizations to teach cell signaling enhances learning and improves students' confidence in the concept

Certain physiology concepts can be difficult for students to understand, and new strategies need to be implemented to teach these concepts. Cell signaling is a core concept in physiology and is presented to undergraduate students starting with their first-year Principles of Biology course. Flipped teaching (FT) combined with dramatizations were used to teach steroid hormone and protein hormone cell signaling in an Animal Physiology course. Student knowledge level improved, as demonstrated by posttest scores compared to pretest scores. Their confidence level in the material improved after the dramatization activities were completed. In conclusion, the combination of FT with dramatizations enhances student learning and confidence level.

Students from a large Australian university use Twitter to identify difficult course concepts to review during face-to-face lectorial sessions

Engaging undergraduate students in large classes is a constant challenge for many lecturers, as student participation and engagement can be limited. This is a concern since there is a positive correlation between increased engagement and student success. The lack of student feedback on content delivery prevents lecturers from identifying topics that would benefit students if reviewed. Implementing novel methods to engage the students in course content and create ways by which they can inform the lecturer of the difficult concepts is needed to increase student success. In the present study, we investigated the use of Twitter as a scalable approach to enhance engagement with course content and peer-to-peer interaction in a large course. In this pilot study, students were instructed to tweet the difficult concepts identified from content delivered by videos. A software program automatically collected and parsed the tweets to extract summary statistics on the most common difficult concepts, and the lecturer used the information to prepare face-to-face (F2F) lectorial sessions. The key findings of the study were 1) the uptake of Twitter (i.e., registration on the platform) was similar to the proportion of students who participated in F2F lectorials, 2) students reviewed content soon after delivery to tweet difficult concepts to lecturer, 3) Twitter increased engagement with lecturers, 4) the difficult concepts were similar to previous years, yet the automated gathering of Twitter data was more efficient and time saving for the lecturer, and 5) students found the lectorial review sessions very valuable.

Undergraduate biological sciences and biotechnology students' reflective essays focus on descriptive details of experiential learning experiences

Experiential learning experiences (ELEs), opportunities for students to apply knowledge and skills critically in a hands-on environment, are fundamental to the apprenticeship model of biological and biotechnological sciences. ELEs enhance student-learning gains, increase career readiness, and provide important networking opportunities. However, students do not often recognize the benefits of ELEs. Reflection is a highly effective tool to articulate learning gains and connect new content with established knowledge. Therefore, senior undergraduate students (n = 23), majoring in biological sciences or biotechnology, wrote required reflective essays about their ELE, in response to an intentionally vague prompt. Qualitative assessment of the reflective essays identified themes present in the reflective essays that typically included descriptions of what students did, with whom they worked, and what they learned during their ELE, but lacked critical analysis or deep reflection about their experience. Differences were also present between different types of ELEs. These results provide a foundation for guiding students to deeper reflection, ultimately resulting in greater benefits from their ELEs. To promote more robust reflection, and, therefore, theoretically enhance learning gains from ELEs, we suggest multiple iterations of reflection, instructor feedback and coaching, and ELE-specific prompts that focus on the placement of ELEs within students' personal and professional trajectory.

2nd Pan American Congress of Physiological Sciences, Havana, Cuba, May 27-31, 2019

Physiology education was well represented at the 2nd Pan American Congress of Physiological Sciences in Havana, Cuba, with two symposia, a workshop, and a poster session.

Symposium report on "Examining the Changing Landscape of Course Delivery and Student Learning": Experimental Biology 2017

An APS Teaching Section symposium entitled "Examining the Changing Landscape of Course Delivery and Student Learning" was offered at the Experimental Biology conference on April 24th, 2017, in Chicago, IL. The symposium focused on alternative delivery modes of physiology education, from undergraduate to professional programs. Lecture used to be the gold standard and proven method by which students learned, but the course delivery method is rapidly changing. While there is still significant skepticism about the quality and level of student engagement in online learning, it is being offered widely due to increased demand and due to other benefits, such as the flexibility and convenience. Universities with several campuses may now synchronize lectures between campuses, utilizing video conference technology, thus bypassing the need for instructors on each campus. Other modes of delivery include online lectures with laboratories scheduled on campus. Offering biology laboratories online is on the rise but to counter skepticism, more studies are needed to demonstrate that online laboratories effectively meet laboratory objectives. The Massive Open Online Course (MOOC) offers many courses for free and challenges the role of universities. Assessment of the effectiveness of MOOCs and online courses is critical, as some of the concerns raised about them include level of student engagement in learning and the social aspect of interaction with peers and faculty.

Workshop report: "Using Social Media and Smartphone Applications in Practical Lessons to Enhance Student Learning" in Búzios, Brazil (August 6-8, 2017)

Cost-effective student engagement poses a challenge for instructors, especially those who may not be familiar with new technologies and mobile devices. In this workshop, participants, experienced and discussed two ways of using smartphones in physiology classes: to engage in an online learning environment for discussions, and to make physiological measurements. Participants signed up for individual Twitter accounts and learned how to tweet, retweet, message, use a URL shortener, and use hashtags. They then went on to locate articles on an assigned topic from the Twitter accounts of credible science sources ( American Journal of Physiology, The Scientist, CDC.gov, WHO.int) and applied their Twitter skills to discuss the science topic of current interest. Additionally, participants shared their knowledge about the use of smartphones as a tool for teaching; they discussed the foundations of smartphone-assisted learning and the concept of mobile-learning laboratories, which we refer to as MobLeLabs. Participants also performed an experiment that used an Axé dance video and smartphone applications to measure changes in heart rate and reaction time. Our report describes this international hands-on teaching workshop and highlights its outcomes.

Developing a nationwide K-12 outreach model: Physiology Understanding (PhUn) Week 10 years later

Since 2005, nearly 600 Physiology Understanding Week (PhUn Week) events have taken place across the U.S., involving American Physiological Society (APS) members in K-12 outreach. The program seeks to build student understanding of physiology and physiology careers, assist teachers in recognizing physiology in their standards-based curriculum, and involve more physiologists in K-12 outreach. Formative goals included program growth (sites, participants, and leaders), diversification of program models, and development of a community of practice of physiologists and trainees involved in outreach. Eleven years of member-provided data indicate that the formative goals are being met. Nearly 100,000 K-12 students have been reached during the last decade as an increasing pool of physiologists took part in a growing number of events, including a number of international events. The number and types of PhUn Week events have steadily increased as a community of practice has formed to support the program. Future program goals include targeting regional areas for PhUn Week participation, establishing research collaboratives to further explore program impacts, and providing on-demand training for physiologists.

Performing international outreach: PhUn Week in an Australian primary school

Physiology Understanding (PhUn) Week is an annual science outreach program sponsored by the American Physiological Society in which K-12 students learn about physiology through meeting a physiologist and performing an experiment. Performing PhUn Week at an Australian private primary school during a family vacation in 2014 enabled me to receive a fellowship to return the following year for further implementation. To set up the outreach, I contacted the assistant principal of a public primary school, and she connected me with the physical education (PE) teacher. Together, the PE teacher and I planned the event. Over the course of 2 days, I taught eight classes, a total of 176 K-12 students. I started each lesson by explaining the role of a physiologist. The scientific method was described and explained. A hypothesis, "Exercise increases heart rate," was designed and tested. The students measured their heart rates, exercised, and measured their heart rates again. After data collection, results were reported, and the students all agreed that their hypothesis was supported. We then discussed heart function and why heart rate increases with exercise. The students then performed a pedometer challenge, where they estimated the number of steps during walking, running, and kangaroo hopping. They enjoyed testing their predictions and repeated these experiments several times. The students then made suggestions of ways they could continue this lesson outside of school. This first report of an international PhUn week confirmed that these events form partnerships among educators and inspire K-12 students to think about becoming scientists.

Differential effects of mitomycin C and doxorubicin on P-glycoprotein expression

Previous studies have demonstrated that mitomycin C (MMC) and other DNA cross-linking agents can suppress MDR1 (multidrug resistance 1) gene expression and subsequent functional P-glycoprotein (Pgp) expression, whereas doxorubicin and other anthracyclines increase MDR1 gene expression. In the present study, with stably transfected Madin-Darby canine kidney C7 epithelial cells expressing a human Pgp tagged with green fluorescent protein under the proximal human MDR1 gene promoter, we demonstrated that MMC and doxorubicin have differential effects on Pgp expression and function. Doxorubicin caused a progressive increase in the cell-surface expression of Pgp and function. In contrast, MMC initially increased plasma membrane expression and function at a time when total cellular Pgp was constant and Pgp mRNA expression had been shown to be suppressed. This was followed by a rapid and sustained decrease in cell-surface expression at later times, presumably as a consequence of the initial decrease in mRNA expression. These studies imply that there are at least two independent chemosensitive steps that can alter Pgp biogenesis: one at the level of mRNA transcription and the other at the level of Pgp trafficking. Understanding the combined consequences of these two mechanisms might lead to novel chemotherapeutic approaches to overcoming drug resistance in human cancers by altering either Pgp mRNA expression or trafficking to the membrane.

Membrane trafficking of the cystic fibrosis gene product, cystic fibrosis transmembrane conductance regulator, tagged with green fluorescent protein in madin-darby canine kidney cells

The mechanism by which cAMP stimulates cystic fibrosis transmembrane conductance regulator (CFTR)-mediated chloride (Cl-) secretion is cell type-specific. By using Madin-Darby canine kidney (MDCK) type I epithelial cells as a model, we tested the hypothesis that cAMP stimulates Cl- secretion by stimulating CFTR Cl- channel trafficking from an intracellular pool to the apical plasma membrane. To this end, we generated a green fluorescent protein (GFP)-CFTR expression vector in which GFP was linked to the N terminus of CFTR. GFP did not alter CFTR function in whole cell patch-clamp or planar lipid bilayer experiments. In stably transfected MDCK type I cells, GFP-CFTR localization was substratum-dependent. In cells grown on glass coverslips, GFP-CFTR was polarized to the basolateral membrane, whereas in cells grown on permeable supports, GFP-CFTR was polarized to the apical membrane. Quantitative confocal fluorescence microscopy and surface biotinylation experiments demonstrated that cAMP did not stimulate detectable GFP-CFTR translocation from an intracellular pool to the apical membrane or regulate GFP-CFTR endocytosis. Disruption of the microtubular cytoskeleton with colchicine did not affect cAMP-stimulated Cl- secretion or GFP-CFTR expression in the apical membrane. We conclude that cAMP stimulates CFTR-mediated Cl- secretion in MDCK type I cells by activating channels resident in the apical plasma membrane.

Renal organic anion secretion: evidence for dopaminergic and adrenergic regulation

To examine possible regulatory control of renal proximal tubule organic anion secretion, winter flounder (Pleuronectes americanus) proximal tubule primary cultures were mounted in Ussing chambers. Unidirectional fluxes of [2,4-(14)C]dichlorophenoxyacetic acid were determined under short-circuited conditions. Phorbol 12-myristate 13-acetate (1 microM) caused a significant (P < 0.01) inhibition of net 2,4-dichlorophenoxyacetic acid secretion. Preincubation with staurosporine (1 microM) blocked the phorbol 12-myristate 13-acetate-induced decrease in secretion. Neither forskolin (10 microM) nor W-7 (20 microM) had any effect on net transport. Elevation of intracellular calcium activity with either A-23187 or thapsigargin produced a slight, transient decrease in transport. Addition of dopamine (1 microM) to the peritubular side, but not the luminal side, caused a significant (P < 0.01) decrease in net secretion. Both the alpha-adrenergic agonist oxymetazoline (10 microM) and depletion of intracellular Na+ transiently, but significantly (P < 0.05), increased net transport. The data indicate that renal organic anion excretion may be regulated through dopaminergic inhibition and alpha-adrenergic stimulation of net transepithelial secretion.

Commercial hickory-smoke flavouring is a human lymphoblast mutagen but does not induce lung adenomas in newborn mice

Commercial aqueous wood-smoke flavouring induced significant increases in the 6-thioguanine resistance mutation frequency of TK6 human lymphoblasts at 0.1 microliter flavouring/ml of cell suspension. This corresponds to 6 micrograms/ml of dissolved 'solids' as determined by fully drying the aqueous flavouring in a vacuum desiccator. In AHH-1 human lymphoblasts, which contain a cytochrome P-450 monooxygenase system, mutations were induced at 0.3 microliter/ml, corresponding to 18 microliters/ml of dissolved 'solids'. The flavouring did not induce 8-azaguanine resistant mutations in Salmonella typhimurium at concentrations up to 1.5 microliter/ml. At higher concentrations the flavouring was toxic to bacteria. The flavouring did not induce lung adenomas or other tumours in newborn mice when injected ip with total doses of up to 26 microliters over a 3-wk period. Toxicity to the kidney, colon and rectum was observed in some mice at 15 wk of age.

Polyploidization of aortic smooth muscle cells from hypertensive and genetically related normotensive rats

Abnormalities of growth regulation in arterial smooth muscle cells (SMC) are important in the pathogenesis of vascular disease. Recent studies have demonstrated an accumulation of polyploid SMC in hypertensive, and to a lesser extent in normotensive, arteries. The aim of this study was to evaluate the intrinsic genetic predisposition of aortic SMC from spontaneously hypertensive rats (SHR) to become polyploid in response to in vitro growth stimulation. Flow cytometry revealed that in vitro polyploidization was greatest in Wistar-Kyoto rats (WKY, normotensive inbred rats genetically related to SHR), intermediate but high in SHR and lowest in outbred (Sprague-Dawley) and genetically unrelated inbred (Fischer) rats (P less than 0.001). No differences were observed between neonatal and adult animals of the same strain; non-arterial WKY cells remained diploid. Reproductive clonal populations of polyploid SMC could be isolated from early-passage cultures of SHR and WKY cells. These studies suggest intrinsic differences in in vitro polyploidization among different rat strains, and may improve understanding of SMC growth control.

Strain and site dependence of polyploidization of cultured rat smooth muscle

Smooth muscle cell (SMC) growth may play an important role in the pathogenesis of vascular diseases such as atherosclerosis and hypertension. Recent studies have demonstrated that, under different growth stimuli in vivo, SMC may respond by proliferation of diploid cells, polyploidization to the tetraploid (or even octaploid) state, or both. In this study, we used flow cytometry to evaluate the intrinsic tendencies of aortic SMC and nonarterial cells from rats of different strains, ages, and blood pressures to polyploidize in response to in vitro growth stimulation. Significant strain-related differences in polyploidization of aortic SMC were found (P less than 0.001): highest in WKY (normotensive inbred rat related to SHR), intermediate in SHR (genetically hypertensive rat), and lowest in Sprague-Dawley and Fischer (normotensive outbred and inbred rats). Animal age had less or no effect on the degree of polyploidization. Nonarterial cells (venous SMC and lung cells) from WKY and SHR remained essentially diploid, suggesting tissue specificity of in vitro polyploidization. Studies of the growth kinetics of uncloned and clonal populations of aortic SMC revealed decreased proliferation as the ploidy increased in WKY, SHR, and Sprague-Dawley. These findings suggest that genetic strain factors as well as cell type/site of origin significantly influence in vitro polyploidization, whereas animal age and blood pressure do not. The findings also emphasize the need to consider ploidy changes when evaluating in vitro SMC growth kinetics. Further studies will improve understanding of SMC growth regulation and the functional significance of vascular polyploidy.

Survival and repair of potentially lethal radiation damage in confluent vascular smooth muscle cell cultures

Confluent cultures of rat aortic smooth muscle cells demonstrated dose-dependent potentially lethal damage repair (PLDR), with an average repair factor of 4 for a 10 Gy dose. PLDR occurred with a half-time of 2 hours and was nearly maximal by 8 h. Among other factors, PLDR may contribute to the radioresistance of large blood vessels.

Growth kinetics as a function of ploidy in diploid, tetraploid, and octaploid smooth muscle cells derived from the normal rat aorta

The smooth muscle cell population in major arteries of humans and experimental animals is heterogeneous with regard to cellular DNA content. A proportion of cells has polyploid DNA content and this proportion increases with normal aging and with hypertension. We have isolated pure populations of rat aortic smooth muscle cells containing 2C, 4C, and 8C DNA content by cloning of cultures of cells previously subjected to flow cytometric cell sorting. Karyologic analysis of these clonal populations revealed them to be pure diploid, tetraploid, and octaploid populations, respectively, containing 2N (= 42), 4N, and 8N chromosomes. Cell attachment area and nuclear size appeared to increase with the level of ploidy. Studies of the proliferative characteristics of the cells revealed that the growth rate and ultimate cell densities achieved decreased as the ploidy level increased. The intrinsic cellular radiosensitivity of these clones did not vary with ploidy. Increased smooth muscle cell ploidy is, therefore, associated with a decreased rate of proliferation. The emergence of smooth muscle cells with polyploid DNA content under normal and pathologic conditions is probably due to mitotic polyploidization without net cell proliferation and may be related to the need for expression of differentiated functions.