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Although the phenomenon of compensatory renal growth has been under inve3stigation for more than a century, its mediation has not been elucidated. The participation of a circulating, kidney-specific growth factor, either stimulatory of... more
Although the phenomenon of compensatory renal growth has been under inve3stigation for more than a century, its mediation has not been elucidated. The participation of a circulating, kidney-specific growth factor, either stimulatory of inhibitory, has been hypothesized, but tis existence has not been proved. Theoretical considerations predict that in vitro methods could be profitably used in these circumstances, since these methods would allow dissociation of the effects of the postulated factor from the complex physiological changes which accompany compensatory renal growth in vivo. – The work of this thesis consists of the development of a cell culture system suitable for testing serum from previously uninephrectomized or sham-operated animals for the presence of such a growth factor. A method of primary culture of adult Fischer rat kidney epithelium is described. The morphology of these cultured cells is compatible with that of proximal tubule epithelium in site, these being the ...
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A very successful, interactive Workshop on Teaching Physiology was held at Lincoln University, representing the fifth such gathering in association with an International Union of Physiological Sciences (IUPS) International Congress. In... more
A very successful, interactive Workshop on Teaching Physiology was held at Lincoln University, representing the fifth such gathering in association with an International Union of Physiological Sciences (IUPS) International Congress. In total, 70 participants came from 25 countries. Participants were
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OBJECTIVE To track and describe career choice decisions of medical students as they progressed through their undergraduate training. DESIGN Quantitative survey of each class at 5 points during their undergraduate experience. Each survey... more
OBJECTIVE To track and describe career choice decisions of medical students as they progressed through their undergraduate training. DESIGN Quantitative survey of each class at 5 points during their undergraduate experience. Each survey collected qualitative descriptors of students’ current career choices. SETTING Faculty of Medicine at Memorial University of Newfoundland in St John’s. PARTICIPANTS Undergraduate medical students in each year from 1999 to 2006. MAIN OUTCOME MEASURES Number of students considering family medicine as a career option at 5 different data-collection points throughout the medical school curriculum. RESULTS Many students considered family medicine as a career choice early in their undergraduate experience. The number of students considering family medicine dropped significantly during the second year of the curriculum. This trend was consistent across all students surveyed. Although interest in family medicine as a career rebounded later in the curriculum, ...
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This editorial outlines the changes in content and format for the journal over the next year.
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On a visit to Memorial University Medical School in St. John's, Newfoundland, Canada, I discussed the role of physiology in the medical curriculum with both faculty and students. We concluded that it would be useful to have an article... more
On a visit to Memorial University Medical School in St. John's, Newfoundland, Canada, I discussed the role of physiology in the medical curriculum with both faculty and students. We concluded that it would be useful to have an article on this subject, with particular emphasis on how in teaching physiology its "beauty" can be revealed. When we teach physiology, our students are probably learning more than they or we recognize. Understanding the hidden curriculum allows us to identify these unarticulated influences so we can maximize their beneficial effects. This article underscores the strengths of physiology, namely its interactive nature and its problem-oriented way of developing a scientific approach to medicine while keeping focus on the whole person.
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I feel as if I’ve been sitting in the catbird seat during my 9-year tenure as editor of Advances in Physiology Education . From my viewpoint in this advantageous position, I’ve witnessed a distinct increase in the scholarliness with which... more
I feel as if I’ve been sitting in the catbird seat during my 9-year tenure as editor of Advances in Physiology Education . From my viewpoint in this advantageous position, I’ve witnessed a distinct increase in the scholarliness with which physiologists fulfill their roles as educators. Many
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This is a report of a workshop presented at the Third Congress of the African Association of Physiological Sciences, Pretoria, South Africa, September 7–8, 2000.
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There are theoretical and experimental indications that the renal capsule may limit compensatory renal growth, the limitation increasing with age. The experiments reported here were designed to investigate the effects of renal... more
There are theoretical and experimental indications that the renal capsule may limit compensatory renal growth, the limitation increasing with age. The experiments reported here were designed to investigate the effects of renal capsulectomy in young and old rats both on the normal kidney and on that undergoing compensatory growth following unilateral nephrectomy. Capsulectomy had no effects on kidney wet or dry weight in control animals, nor during compensatory growth. In old rats but not in young, capsulectomy increased tubular mitotic index in sham-operated and unilaterally nephrectomized rats. Capsulectomy stimulated hyperplasia in fibroblasts remaining on the kidney surface in all groups. In the young adult rats, renal capsulectomy initiates repair mechanisms in the remaining connective tissue overlying the cortex, but does not itself induce the tubular cells to divide and does not influence compensatory renal growth in the 1st week after unilateral nephrectomy. The capsulectomy-...
Research Interests: Cell Division, Kidney, Animals, Male, Connective tissue, and 4 moreClinical Sciences, Rats, Age Factors, and Nephrectomy
A block course of 12 days is described. It is considered to be appropriate for both physiologically naive and sophisticated students entering either a traditional or a problem-based curriculum. It is adaptable for medical schools in both... more
A block course of 12 days is described. It is considered to be appropriate for both physiologically naive and sophisticated students entering either a traditional or a problem-based curriculum. It is adaptable for medical schools in both developed and developing countries. Six problem-based small-group sessions, based on everyday human situations, are the core of the course. They are supplemented by a lecture series, laboratory experiments using student volunteers as subjects, laboratory demonstrations, and patient presentations. Student assessment is carried out by criterion-referenced examinations using take-home assignments, oral examinations, and a multiple-choice test containing context-dependent questions. The course is well received by students and faculty. Pre- and posttesting show that all students acquire a basic understanding of physiological control systems and of homeostatic mechanisms as they operate in intact human beings.
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173 Have you ever thought about why you became a teacher? About which people or experiences influenced you? How did you develop your attitudes to teaching and students? I was prompted to reflect on these questions when I was nominated for... more
173 Have you ever thought about why you became a teacher? About which people or experiences influenced you? How did you develop your attitudes to teaching and students? I was prompted to reflect on these questions when I was nominated for an APS Arthur C. Guyton Educatorof-the-Year Award because I had to explain my teaching philosophy for the jury. It struck me that we might be able to be better teaching mentors if we understood how our mentors and experiences shaped us. We might even see how to avoid inadvertently turning off grad students and postdocs from a satisfying and exciting academic life of teaching. Perhaps my story will stimulate you to think deeply about your own formation as a teacher and encourage you to apply what you learn to your students and your academic programs. When I look back over my development, I see that it resembles the pattern of biological evolution: its progress has been marked by a series of crucial events that have markedly changed my ideas about my role and behavior as a teacher. I can identify experiences that influenced me reaching as far back as primary school. In my small rural school, my teachers allowed me to help younger students with their schoolwork after I had completed my own. I can still recall how good – how special – that made me feel: I experienced a distinctive kind of pleasure from interacting with other children in this way. Later, in high school and at university, I was taught by a few teachers who engaged me in an extraordinary way because of their intelligence, their enthusiasm for their subjects, and their humane ways of interacting with students. In fact, because of the influence of my first-year chemistry professor, I switched my major from the arts to sciences and earned a BSc in chemistry. These experiences gave me a sense that teaching was a pleasurable human interaction that
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As research in the 21st century shifts its focus from molecular biology to functional genomics, proteomics, and integrated system functions, physiologists have an opportunity to position integrative physiology as the organizing discipline... more
As research in the 21st century shifts its focus from molecular biology to functional genomics, proteomics, and integrated system functions, physiologists have an opportunity to position integrative physiology as the organizing discipline of biology. The challenge is twofold: to educate practicing scientists about the importance of integrative physiology in the future of biological research, and to excite and recruit students to become the next generation of integrative physiologists. The preceding chapters in this book are designed to achieve the first objective; this chapter outlines some considerations for the second.
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... education. The profession and society in general are examining anew the assumptions behind the predominantly research-based model and finding it wanting in relation to the education of medical undergraduates. Some medical ...
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To track and describe career choice decisions of medical students as they progressed through their undergraduate training. Quantitative survey of each class at 5 points during their undergraduate experience. Each survey collected... more
To track and describe career choice decisions of medical students as they progressed through their undergraduate training. Quantitative survey of each class at 5 points during their undergraduate experience. Each survey collected qualitative descriptors of students' current career choices. Faculty of Medicine at Memorial University of Newfoundland in St John's. Undergraduate medical students in each year from 1999 to 2006. Number of students considering family medicine as a career option at 5 different data-collection points throughout the medical school curriculum. Many students considered family medicine as a career choice early in their undergraduate experience. The number of students considering family medicine dropped significantly during the second year of the curriculum. This trend was consistent across all students surveyed. Although interest in family medicine as a career rebounded later in the curriculum, it never fully recovered. A large percentage of medical stud...
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Fifty-six physiologists from fourteen countries participated in the sixth International Union of Physiological Sciences Teaching Workshop. The four-day program included a poster session, a debate on integrative versus disciplinary... more
Fifty-six physiologists from fourteen countries participated in the sixth International Union of Physiological Sciences Teaching Workshop. The four-day program included a poster session, a debate on integrative versus disciplinary curricula, and interactive lectures on evidence-based education, inquiry laboratories, and student preparation for physiology courses. Participants worked in small groups on one of four topics: developing free web-based laboratory resources, information technology, curriculum planning and design, and other issues in classroom teaching.
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ABSTRACT At some medical schools broader definitions of scholarship have emerged along with corresponding changes in their academic reward systems. Such situations are not common, however. The definition of scholarship generally applied... more
ABSTRACT At some medical schools broader definitions of scholarship have emerged along with corresponding changes in their academic reward systems. Such situations are not common, however. The definition of scholarship generally applied by medical schools is unnecessarily narrow and excludes areas of legitimate academic activity and productivity that are vital to the fulfillment of the school's educational mission. The authors maintain that creative teaching with effectiveness that is rigorously substantiated, educational leadership with results that are demonstrable and broadly felt, and educational methods that advance learners' knowledge are consistent with the traditional definition of scholarship. Faculty whose educational activities fulfill the criteria above are scholars and must be recognized by promotion. The authors specifically address scholarship in education, focusing on teaching and other learning-related activities rather than on educational research, which may be assessed and rewarded using the same forms of evidence as basic science or clinical research. They build on Boyer's work, which provides a vocabulary for discussing the assumptions and values that underlie the roles of faculty as academicians. Next, they apply Glassick et al.'s criteria for judging scholarly work to faculty members' educational activities to establish a basis for recognition and reward consistent with those given for other forms of scholarship. Finally, the authors outline the organizational infrastructure needed to support scholars in education.
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Peer leading of small-group discussion of cases; use of modified subjective, objective, assessment of physiology (SOAP) notes; and opportunities for self-assessment were introduced into a Medical Physiology course to increase... more
Peer leading of small-group discussion of cases; use of modified subjective, objective, assessment of physiology (SOAP) notes; and opportunities for self-assessment were introduced into a Medical Physiology course to increase students' awareness and practice of professional behaviors. These changes arose from faculty members' understanding of the hidden curriculum and their efforts to reveal it to take increased advantage of its educationally beneficial aspects. Faculty members and students observed that the requirement for students to submit SOAP notes before their discussions meant that they were well prepared to participate. Student satisfaction with the protocol was high, with >95% of the students agreeing that discussants were well prepared and that the overall performance of their discussion group was good. A comparison of students' performance on selected exam questions showed that peer leading was equally as effective as a previously used teacher-centered approach. Students agreed that their ability to analyze a clinical case had improved using this protocol, an effect that persisted at least one semester after the end of the course. These approaches were time and cost efficient from a faculty perspective while serving the needs of the students. The use of SOAP notes and peer-led discussion were effective forms of instruction, in which students succeeded in learning medical physiology and in practicing professional behaviors.
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Fifty-six physiologists from fourteen countries participated in the sixth International Union of Physiological Sciences Teaching Workshop. The four-day program included a poster session, a debate on integrative versus disciplinary... more
Fifty-six physiologists from fourteen countries participated in the sixth International Union of Physiological Sciences Teaching Workshop. The four-day program included a poster session, a debate on integrative versus disciplinary curricula, and interactive lectures on evidence-based education, inquiry laboratories, and student preparation for physiology courses. Participants worked in small groups on one of four topics: developing free web-based laboratory resources, information technology, curriculum planning and design, and other issues in classroom teaching.