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An integrated teaching approach to integrative systems physiology for graduate students
Author(s) -
Warren Kelly A.,
Solomon Irene C.
Publication year - 2011
Publication title -
the faseb journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.709
H-Index - 277
eISSN - 1530-6860
pISSN - 0892-6638
DOI - 10.1096/fasebj.25.1_supplement.672.1
Integrative systems physiology courses provide a foundation of knowledge for students in areas of the biomedical sciences, not strictly limited to physiology itself. Therefore, it is important to ensure that the material is introduced in a solid, yet approachable manner. In our M.S. Program in Physiology and Biophysics at Stony Brook University, students are required to take a 4‐cr systems physiology course (HBY 501), which includes didactic lectures and a recitation session, the latter of which allows students to actively discuss problems sets and past exam materials from the course under instructor supervision. To further enhance the understanding of concepts introduced, we have implemented additional strategies that include (1) a separate 1‐cr modeling and simulation course (HBY 590) that utilizes the free HumMod program to show students how manipulating one organ system can ultimately lead to effects in others and (2) a 1‐cr weekly student journal club that complements the material introduced in the lecture course and provides students with insight into how systems level physiology is studied and applied in basic science research. Overall, the student‐driven recitation session, HumMod modeling and simulation program, and student journal club encourage students to teach each other, and when combined with the core systems physiology lecture series provide a strong and solid foundation in systems physiology.