Premium
Using simulated diving to teach undergraduate science students integrative physiology
Author(s) -
Choate Julia,
Evans Roger,
Denton Kate,
Hodgson Yvonne
Publication year - 2013
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.27.1_supplement.517.13
Subject(s) - heart rate , breathing , medicine , blood pressure , physiology , psychology , anesthesia
The diving reflex can be simulated by breath‐holding together with facial immersion in water. Since it involves the combined responses of the cardiovascular, respiratory and nervous systems, it is ideal for teaching undergraduates integrative physiology. In 2009 we introduced a practical into our 3 rd year physiology curriculum, based on the simulated diving laboratory described by Hiebert and Burch (2003). Our practical uses Finapres finger cuffs to continuously record heart rate (HR), arterial pressure (BP) and cardiac output (CO) during air‐breathing followed by apnea, breathing with a tube in cold water, or facial immersion in cold or warm water. Students worked in groups to analyse the data from 30 subjects and present this as a written report: facial immersion and tube breathing in water significantly reduced HR and increased BP; and all protocols reduced CO. Whilst the average mark for the group reports was 85%, most students received lower grades for an individual written response diving question on the exam (average = 64%). This trend was partially reversed in 2012 with the introduction of individual reports. In conclusion, a simulated diving practical can be used to teach students integrative physiology, but consideration should be taken into the format of the practical assessment as this may impact on student learning.