Using systems modeling to facilitate undergraduate physiology student learning and retention of difficult concepts.

Physiology concepts, such as acid-base balance, may be difficult for students to understand. Systems modeling, a cognitive tool, allows students to visualize their mental model of the problem space to enhance learning and retention. We performed a within-subjects three-period randomized control comparison of systems modeling versus written discussion activities in an undergraduate asynchronous online Anatomy and Physiology II course.

Perceived Benefit of Active Over Passive Strategies for Pathophysiology Learning and Retention Among Physician Assistant Students.

Purpose: This study examines physician assistant (PA) student perceived benefit of active vs. passive studying strategies for learning and retaining physiology and pathophysiology content knowledge. Identifying beneficial studying strategies is crucial to building a strong content knowledge foundation to support PA students' clinical rotations.

Exploring progressive mental model representation of core physiology concepts in physician assistant students through word frequency and association analyses.

A well-developed mental model is crucial for effectively studying physiology core concepts. However, mental models can be difficult for students to represent and for instructors to evaluate and correct. Systems modeling as a visualization cognitive tool may facilitate mental model development.

A review to identify key perspectives in PBL meta-analyses and reviews: trends, gaps and future research directions.

In the past 50 years, the original McMaster PBL model has been implemented, experimented, revised, and modified, and is still evolving. Yet, the development of PBL is not a series of success stories, but rather a journey of experiments, failures and lessons learned. In this paper, we analyzed the meta-analyses and systematic reviews on PBL from 1992 to present as they provide a focused lens on the PBL research in the past 5 decades.

The role of subject presence type on student motivation in a PBL learning environment.

Students have been observed as underprepared or skipping steps during the problem-based learning (PBL) process due to fatigue or low motivation, potentially creating a barrier for effective learning. One way to explore resolving this issue is to consider whether variables of problem scenario design can be altered to optimize motivation. This mixed method study considered the impact of presentation modality of the PBL problem subject (i.

1-Benzoyl-3-[4-(3-benzoyl-thio-ureido)phen-yl]thio-urea.

The mol-ecule of the title compound, C(22)H(18)N(4)O(2)S(2), lies across a crystallographic inversion centre. The mol-ecule adopts a syn-anti configuration with respect to the positions of the carbonyl groups and terminal phenyl rings relative to the thione S atom across the C-N bond. There are two intra-molecular N-H⋯O and C-H⋯S hydrogen bonds within each molecule, resulting in the formation of four six-membered S(6) rings.