Rapid advancement of physiology education has occurred since the twentieth century due to the emergence of new pedagogies and collaborative effort of physiologists worldwide. Physiological organizations and institutions contribute to the teaching of physiology through international congresses, education symposia, teaching workshops, exchange programs, and journal publications. The Internet and information technologies play a crucial role in the promotion and improvement of computer-based physiology education across different countries. Interactive teaching practices and problem-based learning have also become globally applied strategies to enhance students' motivation and facilitate learning effectiveness. In this article, we review the global development and implementation of pedagogical approaches to the teaching of physiology, as well as the emerging trends and practices for physiology education in the future.
Humans ; Learning ; Motivation ; Physiology

Fear memory contextualization is critical for selecting adaptive behavior to survive. Contextual fear conditioning (CFC) is a classical model for elucidating related underlying neuronal circuits. The primary visual cortex (V1) is the primary cortical region for contextual visual inputs, but its role in CFC is poorly understood. Here, our experiments demonstrated that bilateral inactivation of V1 in mice impaired CFC retrieval, and both CFC learning and extinction increased the turnover rate of axonal boutons in V1. The frequency of neuronal Ca²⁺ activity decreased after CFC learning, while CFC extinction reversed the decrease and raised it to the naïve level. Contrary to control mice, the frequency of neuronal Ca²⁺ activity increased after CFC learning in microglia-depleted mice and was maintained after CFC extinction, indicating that microglial depletion alters CFC learning and the frequency response pattern of extinction-induced Ca²⁺ activity. These findings reveal a critical role of microglia in neocortical information processing in V1, and suggest potential approaches for cellular-based manipulation of acquired fear memory.
Mice ; Animals ; Primary Visual Cortex ; Extinction, Psychological/physiology* ; Learning/physiology* ; Fear/physiology* ; Hippocampus/physiology*

As a rhythmic neural activity, neural oscillation exists all over the nervous system, in structures as diverse as the cerebral cortex, hippocampus, subcortical nuclei and sense organs. This review firstly presents some evidence that synchronous neural oscillations in theta and gamma bands reveal much about the origin and nature of cognitive processes such as learning and memory. And then it introduces the novel analyzing algorithms of neural oscillations, which is a directionality index of neural information flow (NIF) as a measure of synaptic plasticity. An example of application used such an analyzing algorithms of neural oscillations has been provided.
Animals ; Biological Clocks ; Brain ; physiology ; Cognition ; physiology ; Humans ; Learning ; physiology ; Memory ; physiology ; Nervous System Physiological Phenomena ; physiology ; Neural Pathways ; physiology ; Neuronal Plasticity ; physiology ; Synapses ; physiology ; Theta Rhythm ; physiology

The present study aimed at investigating the effects of chronic multiple stress on learning and memory functions of rats. Adult male Wistar rats were randomly divided into stressed and control groups. Rats in the stressed group were irregularly and alternately exposed to the situation of vertical revolution, sleep deprivation, noise stimulation, and night illumination 6 h per day for 6 weeks to prepare a chronic multiple stressed model. Learning and memory performance of rats was measured by using Morris water maze first and Y-maze afterwards. Neurons in the dentate gyrus(DG), CA3 and CA1 regions of the hippocampus were stained by using Cresyl violet method and counted. The results showed that: (1) After chronic multiple stress, compared with the control rats, the escape latency to the hidden platform in Morris water maze was significantly shortened in stressed rats. In stressed and control groups, the escape latency periods were (15.89+/-9.15) s and (27.30+/-12.51) s, respectively, indicating that spatial memory of the stressed rats was stronger than that of the control ones. In brightness-darkness discrimination learning in the Y- maze, the correct trials and correct percentage of entering safe arm was remarkably increased in the stressed rats, the correct rates of stressed and control groups were (79.01+/-1.23)% and (66.12+/-1.61)%, respectively, indicating that brightness-darkness discrimination learning ability of the stressed rats was better than that of the control ones. (2) After chronic multiple stress, nerve cell density in DG, CA1 and CA3 of the hippocampus in stressed rats was higher than that of the control group, the cell densities in DG, CA1 and CA3 of the stressed and the control group were (223.78+/-26.52), (112.07+/-14.23) and (105.55+/-18.12) as well as (199.13+/-15.36), (92.89+/-13.69), and (89.02+/-15.77) respectively. These results suggest that the chronic multiple stress may enhance the capability of spatial memory and brightness-darkness discrimination learning of rats. Possible reasons for the chronic multiple stress-induced learning and memory enhancement of rats were also discussed.
Animals ; Hippocampus ; physiology ; Learning ; physiology ; Male ; Maze Learning ; Memory ; physiology ; Neuronal Plasticity ; physiology ; Rats ; Rats, Sprague-Dawley ; Spatial Behavior ; physiology ; Stress, Physiological ; physiopathology

OBJECTIVETo observe the effects of repeated subconvulsive electrical stimuli to the hippocampus on the emotional behavior and spatial learning and memory ability in rats.

METHODSOne hundred and eight male Wistar rats were randomized into 3 groups. Animals in group SE (n = 42) were given subconvulsive electrical stimulation to the hippocampus through a constant pulsating current of 100 mu A with an intratrain frequency of 25 Hz, pulse duration of 1 millisecond, train duration of 10 seconds and interstimulus interval of 7 minutes, 8 times a day, for 5 days. In the electrode control group or CE group (n = 33), animals were implanted with an electrode in the hippocampus, but were not stimulated. Group NC (n = 33) animals received no electrode or any stimulation. The emotional behavior of experimental rats was examined by activity in an unfamiliar open field and resistance to capture from the open field, while the spatial learning and memory ability was measured during training in a Morris water maze.

RESULTSThe stimulated rats tested 1 month after the last round of stimulation displayed substantial decreases in open field activity (scale: 10.4 +/- 2.3, P < 0.05) and increases in resistance to capture (scale: 2.85 +/- 0.56, P < 0.01). The amount of time for rats in group SE to find the platform (latency) as a measurement for spatial bias was prolonged (29 +/- 7) seconds after 15 trials in the water maze, P < 0.05). The experimental rats swam aimlessly in all four pool quadrants during the probe trial in the Morris water maze.

CONCLUSIONSFollowing repeated subconvulsive electrical stimuli to the hippocampus, rats displayed long-lasting significant abnormalities in emotional behavior, increased anxiety and defensiveness, enhanced ease to and delayed habituation to startlement, transitory spatial learning and memory disorder, which parallels many of the symptoms in posttraumatic stress disorder patients.

Animals ; Electric Stimulation ; adverse effects ; Emotions ; physiology ; Hippocampus ; physiology ; Learning ; physiology ; Male ; Memory ; physiology ; Rats ; Rats, Wistar ; Space Perception ; physiology

OBJECTIVETo investigate the effects of chronic stress on spatial cognitive ability in different sex mice.

METHODSThirty-two adult KM mice were divided into four groups (n=8): male control and chronic stress group, female control and chronic stress group. We used the modified Kaz's methods to build on the chronic stress model of mice, and then used the place navigational testing and the probe trial testing by the Morris water maze to measure the spatial cognitive ability of mice.

RESULTSFollowing two weeks stress treatment, in the place navigational testing, to male group, the average latency to find the platform in water maze of chronic stress group was longer than that of the control; to female group, the average latency of chronic stress group was shorter than the control. Moreover, the male stress group showed faster swimming speed but longer latency to find the platform. In the probe trial testing the female chronic stress group spent more time in the target quadrant compared to the male chronic stress group.

CONCLUSIONTwo weeks' chronic stress could impair male mice's spatial cognitive ability, but improve the female's.

Animals ; Brain ; physiology ; Cognition ; physiology ; Female ; Male ; Maze Learning ; Mice ; Sex Factors ; Stress, Physiological ; physiology

Long-term synaptic plasticity is considered as a key part of the neural mechanism of learning and memory. The production of learned vocalization of male zebra finches is closely related to high vocal center (HVC)-robust nucleus of the arcopallium (RA) pathway. However, the long-term plasticity of HVC-RA synapses is unclear. This study investigated the long-term plasticity of HVC-RA synapses in adult male zebra finches through in vivo field potential recording. The results showed that physiologic stimulation, i.e., δ rhythmic stimulation and low frequency stimulation could not effectively induce long-term synaptic plasticity. The former leaded to no change of the amplitudes of evoked population spikes, and the latter induced short-term depression (STD) of the amplitudes of the second evoked population spikes caused by paired pulses. But high frequency stimulation induced long-term depression (LTD) of the amplitudes of evoked population spikes to show out long-term synaptic plasticity. These results suggest that LTD represents the long-term plasticity of HVC-RA synapses in adult male zebra finches, which may be a key part of the neural mechanism of vocal learning and memory and can explain the plasticity of adult song to some degree.
Animals ; Evoked Potentials, Auditory ; Finches ; physiology ; High Vocal Center ; physiology ; Learning ; Male ; Neuronal Plasticity ; Synapses ; physiology

PURPOSE: Problem-based learning (PBL) is a well-established method for facilitating the learning of basic science concepts in the context of clinical cases. Relevant evidence is lacking regarding PBL's effectiveness and acceptability as perceived by students accustomed to classical traditional teaching in India. Hence, this study gathered students' opinions on PBL versus Traditional teaching methods to generate a foundation for institutional policymaking and ultimately, changes in the policy of regulatory bodies. METHODS: A total of 773 first year medical students admitted from 2007-2010 in Kasturba Medical College Manipal, Manipal University, India were asked to respond to a 15-item questionnaire evaluating their preferences for PBL or traditional methods such as lectures after undergoing a systematically conducted PBL session in physiology. Their responses were analyzed with an unpaired t-test. Their comments were also collected. RESULTS: PBL scored significantly higher for most items in the questionnaire for "learning efficiency" and "student-teacher relationship". The students' comments highlighted the importance of a trained tutor/facilitator to enhance the learning process. CONCLUSION: Our students are willing to adapt to the PBL method, although they recognize certain benefits of traditional pedagogy. For learning efficiency and the student-teacher relationship, the students feel that neither method holds an advantage. We recommend that the future medical curriculum in India be a hybrid form of PBL and traditional methods with specific training on the unfamiliar PBL approach for both faculty and students.
Curriculum* ; Humans ; India ; Learning ; Lectures ; Methods ; Physiology ; Problem-Based Learning* ; Students, Medical ; Teaching ; Surveys and Questionnaires

In this paper, we present some results from an experimental web-based Problem-Based Learning(PBL) course, which was offered to 64 medical students in the first grade at Konkuk university for 7 weeks. For the course, we developed a web-based PBL module, which is composed of three sections. The first section includes the 8 stages of problem probing and solving in patient's care. In every stage, the students can browse all the data for the problem solving. The second section contains some problems for evaluating the academic achievement of the students who successfully passed in the first section. In the third section, some questionnaires are presented to survey the students response. The followings are the results. 1. Average score of the first section was 64.1+/-13.2. Most students participated in the course with integrity, and especially seven students(11%) were remarkable in their clinical reasoning. 2.The student's computer skill did not largely affect their academic achievements. However, it is desirable for the students to learn basic computer usage in advance. 3.A few students attended to the discussion through bulletin board facilities. Considering the importance of discussion in PBL, we need to devise a new way of attracting students in the discussion. 4. The survey showed that sixty five percent of the students thought that the lecture was effective and ninety one percent of them that it would be better if it is offered as a regular course during summer or winter vacations. Seventy five percent of students became to realize the importance of basic sciences such as biochemistry and physiology after this course. 5. There were many students who complained about the malfunctioning of the system. The system should be modified to be more reliable and robust. In conclusion, the web-based PBL course provided an effective way of learning in medical education. It also turned out to be used as an alternative of traditional PBL and especially useful for self study.
Biochemistry ; Education, Medical ; Humans ; Learning ; Physiology ; Problem Solving ; Problem-Based Learning* ; Students, Medical ; Surveys and Questionnaires

PURPOSE: Learning physiological concepts and their practical applications in the appropriate contexts remains a great challenge for undergraduate medical students. Hence the present study aimed to analyze the learning experience of undergraduate medical students during an active learning process of ‘preparation of models’ depicting physiological concepts. METHODS: A total of 13 groups, involving 55 undergraduate medical students with three to five individuals in each group, were involved in model preparation. A total of 13 models were exhibited by the students. The students shared their learning experiences as responses to an open-ended questionnaire. The students' responses were analyzed and generalized comments were generated. RESULTS: Analysis of the results showed that the act of ‘model preparation’ improved concept understanding, retention of knowledge, analytical skills, and referral habits. Further, the process of ‘model preparation’ could satisfy all types of sensory modality learners. CONCLUSION: This novel active method of learning could be highly significant in students' understanding and learning physiology concepts. This approach could be incorporated in the traditional instructor-centered undergraduate medical curriculum as a way to innovate it.
Curriculum ; Education ; Humans ; Learning* ; Methods ; Physiological Phenomena* ; Physiology ; Problem-Based Learning ; Referral and Consultation ; Students, Medical*