Citation

Cesari WA, Caruso DM, Zyka EL, Schroff ST, Evans CH, Hyatt JP. Adv. Physiol. Educ. 2006; 30(4): 242-247.

Affiliation

Department of Human Science, School of Nursing and Health Studies, Georgetown University, Washington, District of Columbia 20057, USA.

Copyright

(Copyright © 2006, The American Physiological Society)

DOI

10.1152/advan.00063.2006

PMID

17108253

Abstract

Human patient simulators are widely used to train health professionals and students in a clinical setting, but they also can be used to enhance physiology education in a laboratory setting. Our course incorporates the human patient simulator for experiential learning in which undergraduate university juniors and seniors are instructed to design, conduct, and present (orally and in written form) their project testing physiological adaptation to an extreme environment. This article is a student report on the physiological response to acute carbon monoxide exposure in a simulated healthy adult male and a coal miner and represents how 1) human patient simulators can be used in a nonclinical way for experiential hypothesis testing; 2) students can transition from traditional textbook learning to practical application of their knowledge; and 3) student-initiated group investigation drives critical thought. While the course instructors remain available for consultation throughout the project, the relatively unstructured framework of the assignment drives the students to create an experiment independently, troubleshoot problems, and interpret the results. The only stipulation of the project is that the students must generate an experiment that is physiologically realistic and that requires them to search out and incorporate appropriate data from primary scientific literature. In this context, the human patient simulator is a viable educational tool for teaching integrative physiology in a laboratory environment by bridging textual information with experiential investigation.

Language: en