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Learning the Cardiovascular System Can Be PhUn
Author(s) -
Gonzalez Amanda Joanna,
Velez Maria E.
Publication year - 2017
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.31.1_supplement.582.8
Subject(s) - ventricle , heart rate , presentation (obstetrics) , cardiology , medicine , psychology , physical therapy , surgery , blood pressure
The cardiovascular system can be a strenuous system to study. By exploring the cardiovascular system, using an interactive approach, students were able to learn the information quicker and easier. When students associate a newly learned concept with a fun memory they are able to retain the knowledge for a longer period of time. As part of PhUn week, a group of 90 students aged 12–13, visited Texas A & M University‐Kingsville to learn about Physiology. Methods Students were given a short oral pre‐quiz to test their baseline knowledge on the cardiovascular system. The quiz was also given again at the end of the activities to see if the students were able to learn the concepts during the presentation. An interactive activity was performed to assess changes in student's heart rate. An agility ladder (rope like ladder) was placed on the floor and students had to jump through it, following a pattern in each square. At the beginning and at the end of the activity the student's heart rate was measured using a pulse oximeter. Pre and post‐ladder heart rates were compared and the concept of increased heart rate was described. Analogies were made to explain how the heart operates when athletes are active in their sports. A description of what happens with deoxygenated and oxygenated blood in the heart was also demonstrated using an acrylic box. The box contained four chambers (labeled right atrium, RA; right ventricle, RV; left atrium, LA; and left ventricle, LV) and half the box was painted blue and the other half was painted red to represent the deoxygenated and oxygenated blood. Blue colored water was poured into RA chambers to represent what happens when deoxygenated blood enters the heart. The water moved to the RV chamber and out of the box (to the lungs). Then, red water was poured into the LA and passes to the LV to then go out into the body. The differences between a healthy and an unhealthy heart were also explained. A red pipe filled with a yellow substance was shown to represent what a blocked vessel looks like and a clean red pipe represented a healthy blood vessel. Results To test student's knowledge after the PhUn activities, a beach ball was passed around at the end of the presentation with questions to see if students were able to answer the same questions they saw in the pre‐quiz. Students were able to show they gained a greater understanding of the cardiovascular system. Conclusion Through PhUn week we were able to impact students while teaching them about the cardiovascular system in an innovative way. We also made it a PhUn and memorable experience.