Early clinical exposure (ECE) represents one form of vertical integration that bridges the gap between the early theoretical years and the clinical practicing years in undergraduate medical education. In most medical colleges in China, the complex healthcare system and large-enrollment classes pose significant challenges for implementing ECE in a hospital setting. However, there is a paucity of data comprehensively demonstrating the effectiveness of a classroom-setting form of ECE with direct physician involvement in physiology education. 181 sophomore clinical medicine students from Harbin Medical University were randomly divided into two groups: a control group (n = 91) and an experimental group (n = 90). The control group received traditional flipped classroom (FC) teaching, whereas the experimental group participated in ECE teaching, which featured a gastroenterology physician and real patient cases in their final class session. Upon completion of the classes, both groups took a posttest. At the end of the semester, both groups were assigned the task of writing an original science communication on any physiology-related topic. The effectiveness of ECE was assessed by comparing posttest scores, the frequency of online self-directed learning, and the number of science communications addressing the digestive system between the two groups. Additionally, a questionnaire was administered to assess the experimental group's perceptions of the ECE teaching method. The posttest scores and the rates of excellence for the two groups showed no statistical differences. Although no difference was found in the frequency of self-directed learning between the two groups during the gastrointestinal physiology classes, the experimental group exhibited a frequency of self-directed learning that was more than twice that of the control group on the day following the physician's lecture. Furthermore, the number of science communications focusing on the digestive system was significantly higher in the experimental group compared to the control group (17/73 vs. 8/83, P < 0.05). In the questionnaire, more than 94

Embedding clinically relevant learning experience in basic science subjects is desired for the preclinical phase of undergraduate medical education. The present study aimed to modify case-based learning (CBL) with a role-playing situational teaching method and assess the student feedback and learning effect. One hundred seventy-six sophomore students majoring in clinical medicine from Harbin Medical University were randomly divided into two groups: the control group (n = 90), who received traditional hybrid teaching, and the experimental group (n = 86), who received the role-playing situational teaching. Students in the experimental group were given a 1-wk preclass preparation to dramatize a hyperthyroidism scenario through online autonomous learning of thyroid physiology and performed the patient's consultation process in class, followed by a student presentation about key points of lecture content and a question-driven discussion. A posttest and questionnaire survey were conducted after class. The test scores of the two groups had no statistical differences, whereas the rate of excellence (high scores) of the experimental group was significantly higher than that of the control group. Furthermore, the record of online self-directed learning engagements was significantly improved in the experimental group. In the questionnaire, >70% of the students showed positive attitudes toward the role-playing situational teaching method and were willing to participate in other chapters of the physiology course. Such results show that CBL supported by a role-playing situational teaching method encourages active learning and improves the application of basic knowledge of physiology, which can be incorporated in the preclinical curricula to bridge the gap between theory and practice.NEW & NOTEWORTHY Formal application through structured role-play is often overlooked in physiology education. In traditional case-based learning (CBL), clinical cases are the subject and unfocused discussion often occurs. The present study aimed to modify CBL with a role-playing situational teaching method and assess the student feedback and learning effect. The results show that the new teaching model encourages active learning and improves the application of basic knowledge of physiology.

The science communication competition had a positive impact on helping medical students develop awareness and capabilities for science communication. In addition, New Media are an effective way to improve students’ scientific communication efficiency.

BACKGROUND:In the post-pandemic era of higher education, hybrid teaching has emerged as a prevalent approach and is anticipated to persist as a defining trend in the future teaching reforms worldwide. However, despite its widespread adoption, certain limitations have become apparent. The objective of this study is to identify the genuine factors that impact students' performance, explore strategies that teachers can employ to enhance their teaching effectiveness and enhance students' academic self-efficacy. METHODS:The study was performed among undergraduate medical students enrolled in Physiology course at Harbin Medical University in 2020 and 2022. Since 2020, influenced by the COVID-19 pandemic, a hybrid teaching method based on an established offline teaching model called BOPPPS was implemented. A questionnaire was performed in both 2020 and 2022 to evaluate students' satisfaction and efficiency of our hybrid teaching. A comparison was also carried out on the final examination scores of students majoring in Pharmacy and Clinical Pharmacy across the years 2020 to 2022. RESULTS:The final examination scores of students in 2022 were significantly lower than those in 2020 and 2021 both in Pharmacy and Clinical Pharmacy majors. There was also a decrease of the score in students of Clinical Pharmacy in 2021 compared to 2020. The questionnaire indicated that over half (52.0%) of the students in 2022 preferred offline teaching method, in contrast to 39.1% in 2020. There were obvious changes in students from 2020 to 2022 about the disadvantages of hybrid teaching, the improvement of students' learning ability and the duration of students' autonomous learning. Through cross statistical analysis, online learning styles, learning ability improvement and students' learning burden have been identified as the primary factors influencing their preference for future teaching method. CONCLUSIONS:Hybrid teaching is still a necessary trend in the future teaching reform base on its multiple advantages. However, in order to improve the teaching outcomes and foster students' participation and learning initiatives, it is imperative to undertake additional reforms in the future teaching process.

Teaching biomedical technology is critical for the success of research of both domestic and international postgraduate students (DPSs and IPSs). However, difference in the learning characteristics between the two cohorts as well as appropriate teaching modality remains largely unexplored. In the present work, we studied these issues by recruiting 33 IPSs and 32 DPSs who selected the course of ‘Patch-Clamp Technique and Its Application in Life Science Research’ at Harbin Medical University in China in 2019. Questionnaires were performed to investigate their learning obstacles and style preferences. Correspondingly, we designed a new teaching modality, i.e. lecture enriched with practicum, research proposal and post-course advice (LEPPA in brief) and tested its effect. This modality was positively evaluated by all the IPSs and 90% of the DPSs. The LEPPA can efficiently resolve the concerns of both IPSs and DPSs while promoting their transition from undergraduates to research students.

Abstract Background The flipped classroom approach has gained increasing popularity in medical education. Physiology is a basic medical course that studies the phenomena and laws of human life activities, and is a crucial link course connecting preclinical courses and clinical courses. However, there is a paucity of data showing the effectiveness of the flipped classroom model for the entirety of physiology course in medical undergraduate students. Method 131 sophomore students with clinical medicine major at Harbin Medical University were recruited and they were randomly allocated into two groups: the control group which was subjected to traditional lecture teaching (n = 69), and the experimental group which was subjected to flipped classroom teaching (n = 62). To assess the effect of flipped teaching, the usual performance and final exam scores were used to evaluate the physiology learning effectiveness of students. The correlation between the usual performance and final exam scores by Pearson method was also conducted in the two teaching groups. After course completion, an anonymous questionnaire survey was conducted among the subjects of flipped classroom group to assess students’ opinion regarding the flipped classroom teaching. Results Our results showed that the usual performance and final exam scores of students in the flipped classroom were both significantly higher than that in the traditional teaching class (P < 0.05). Moreover, our results also showed that the usual performance of students was significantly correlated with the final exam scores in the flipped classroom (r = 0.3945, P < 0.01), but not in the traditional teaching group (r = 0.1522, P = 0.2119). The results of questionnaire survey showed that 77.58% of the students believed flipped classroom teaching improved their knowledge acquisition. 70%~86% of students perceived that flipped classroom enhanced their learning abilities, including self-study ability, collaborative learning and problem-solving skills, and clinical thinking ability. In addition, about 60% of students acknowledged the teaching design and teaching environment, more students’ engagement and presentation of group learning in the flipped classroom. Conclusion The flipped classroom teaching significantly improved students’ learning effectiveness in physiology course, as indicated by final exam score and usual performance. It also promoted higher-order ability-set acquisition and allowed a rationalized formative evaluation system.

In recent years, online learning has been widely used than before. However, it depends on student’s learning initiative and lacks of teacher-student interaction, which cannot bring desired learning performance. In our physiology teaching practice to “5 + 3” integration medical student, we tried to combine online and classroom learning to form the blended learning. This study assessed the effectiveness of the blended learning on students’ learning initiative and performance in the physiology study. It included 180 full-time students from clinical medical specialty across two academic years. These students were divided into the experimental classes receiving blended learning and the control classes receiving traditional learning. We carried out three classroom tests and one questionnaire survey. It found that the students of blended learning who mastered most of the content were as twice as the students of traditional learning. The average accuracy of classroom tests was above 90% from the students of the blended learning, which was higher than the approximate rate of 80% of from the students of the traditional learning. Both the times of preparing lessons and answering questions in class increased in the blended learning practice. In addition, students of blended learning were relatively unaffected by playing with the mobile phones in the class. It found that students acquired more knowledge, performed better in the classroom tests and their learning initiative was excited in the blended learning.This study provides the effect assessment and contributes to improve the teaching effect of the blended learning.

Abstract Background Online teaching has become increasingly common in higher education of the post-pandemic era. While a traditional face-to-face lecture or offline teaching remains very important and necessary for students to learn the medical knowledge systematically, guided by the BOPPPS teaching model, combination of online and offline learning approaches has become an unavoidable trend for maximizing teaching efficiency. However, in physiological education, the effectiveness of combined online teaching and offline teaching models remains poorly assessed. The present study aims at providing an assessment to the hybrid teaching model. Methods The study was performed among undergraduate medical students of Class 2017 ~ 2019 in the Physiology course in Harbin Medical University during 2018-2020. Based on established offline teaching model with BOPPPS components in 2018, we incorporated online teaching contents into it to form a hybrid BOPPPS teaching model (HBOPPPS, in brief), preliminarily in 2019 and completely in 2020. HBOPPPS effectiveness was assessed through comparing the final examination scores of both objective (multi-choice and single answer questions) and subjective (short and long essays) questions between classes taught with different modalities. Results The final examination score of students in Class 2019 (83.9 ± 0.5) who were taught with the HBOPPPS was significantly higher than that in Class 2017 (81.1 ± 0.6) taught with offline BOPPPS and in Class 2018 (82.0 ± 0.5) taught with immature HBOPPPS. The difference mainly attributed to the increase in average subjective scores (41.6 ± 0.3 in Class 2019, 41.4 ± 0.3 in Class 2018, and 38.2 ± 0.4 in Class 2017). In the questionnaire about the HBOPPPS among students in Class 2019, 86.2% responded positively and 79.4% perceived improvement in their learning ability. In addition, 73.5% of the students appreciated the reproducibility of learning content and 54.2% valued the flexibility of HBOPPPS. Lastly, 61.7% of the students preferred the HBOPPPS relative to BOPPPS in future learning. Conclusions HBOPPPS is likely a more effective teaching model and useful for enhancing effectiveness of Physiology teaching. This is attributable to the reproducibility and flexibility as well as the increased learning initiatives.

Background: The increased risk of cardiovascular disease (CVD) in postmenopausal women and ovariectomized patients suggests that estrogen has a protective effect on cardiac function. Oxidative stress is the main cause of CVD, and the cellular defensive Nrf2 antioxidant pathway plays a protective role in various pathologies. However, the regulation of Nrf2 by estrogen has received little attention. Objective: The present study aimed to investigate the role of Nrf2 in the effect of estrogen on cardiac function. Methods: In the present study, female SD rats were divided into three groups as follows: sham operation (SHAM), bilateral ovariectomy (OVX) and bilateral ovariectomy with estradiol valerate (EV) supplementation (OVX+EV). Vaginal smears and E2 concentrations were used to confirm the success of the model. We compared cardiac morphology and function by echocardiography and HE staining. The levels of oxidative stress markers and antioxidant enzymes as well as protein expression of antioxidant genes were evaluated by Western blotting and immunohistochemistry. Results: Our results showed that supplementation with estrogen restored the parameters to some extent. Left ventricular end diastolic diameter at diastolic (LVID;d) and left ventricular volume at diastolic (LV vol;d) increased but MV E wave/A wave (E/A) significantly decreased. The oxidative stress indicators (malondialdehyde) increased, and the antioxidant activity indicators, such as superoxide dismutase (SOD) and catalase (CAT), decreased. Further, the expression of most Nrf2 antioxidant pathway-related proteins in the heart decreased after ovariectomy. Conclusion: The present study demonstrated that estrogen may protect cardiac function by regulating antioxidant capacity through the Nrf2 pathway.

全民健康理念的提出要求医学院校将原有的专业素养教育向大健康人文教育扩展.生理学是医学院校的专业基础课程,含有非常丰富的人文教育资源.目前线上教学愈来愈受到广泛关注.广大高校采用了各种各样的方式开展线上教学,线上教学具备一些传统课堂教学不可比拟的优势.如何恰当运用线上教学方式,将人文教育内容融入医学专业课程,是对每一位授课教师提出的新挑战.

"课程思政"是高校教育的内在要求和必然选择.医学生理学是重要的基础医学理论学科.讲"生命之道理"引"思想之正途"是时代对每一个生理学教师提出的新要求.本文以一堂课程思政示范课为例,探索思政素材的挖掘路径与融入技巧,并通过学生调查问卷评估此次课程思政效果.在本教研室阶段性实践经验的基础上,反思、总结"课程思政"融入生理学教学的设计、实施方法与注意事项,以期为基础医学课程有效开展"课程思政"提供理论依据和创新视角.

碳量子点是一类新型的荧光纳米材料,具备优异的导电性、极好的生物相容性能、环境友好性、稳定性能等优势,其在生物、医学、光学、纳米电子学、传感器等领域、肿瘤诊断中的靶向成像及肿瘤治疗中的药物靶向运输领域中取得巨大的进步.本文主要综述碳量子点的制备、生物特性、生物应用、在体内和体外成像以及生物体新的荧光标志物、药物传递、靶向治疗、缓解药物、延长药物作用时间提高药效以及在乳腺癌治疗中的未来应用前景.

The nitrogen-doped carbon dots (N-CQDs) were synthesized by citric acid as a raw material and propylene diamine as a passivation agent. Structure, optical properties and biocompatibility of N-CQDs were analyzed. It was found that the N-CQDs possessed concentration-dependent, multicolor photoluminescence and low toxicity. As demonstrated in the imaging of bioluminescence, by adjusting the concentration of N-CQDs, the cell imaging effect can be adjusted. The internalized N-CQDs were concentrated in the nucleus. A novel tool for studying the nuclear changes during the cell cycle was developed.

Calcium sensing receptor (CaSR) is a G-protein coupled receptor which senses extracellular calcium. CaSR plays an important role in maintaining the calcium homeostasis of the body by combining calcium ions and activating avarious intracellular patways, and may be related to the occurrence and development of certain diseases of the female reproductive system. In the present study, we mainly summarized the role of CaSR in the female reproductive system diseases. Key words: Calcium sensing receptor; Ca2+; Female; Reproductive system

目的 观察Genistein对大鼠卵巢颗粒细胞cAMP反应元件结合蛋白(CREB)基因表达的影响及其与雌激素受体(ER)的关系.方法 分离大鼠卵巢颗粒细胞进行培养,分别给予Genistein(0.1、1、5、10、100μmol/L)及ER阻断剂ICI182,780(1μmol/L)处理24 h后,采用RT-PCR检测CREB mRNA的表达.结果 1、5和10μmol/L Genistein组CREB mRNA表达显著高于空白对照组(P<0.05或P<0.01).细胞预先加入ER阻断剂ICI182,780处理30 min后,再加入1、10μmol/L Genistein处理24 h组,CREB mRNA表达与1、10μmol/L Genistein组比较,差异均无统计学意义(P>0.05).结论 1～10μmol/L的Genistein可上调大鼠卵巢颗粒细胞CREB基因的表达,但可能并非通过ER介导.

基础医学概论课程是针对医学院校中非医学专业学生开设的一门综合性课程,目的是补充非医学专业学生的医学知识,为其今后的工作发展提供帮助.在基础医学概论教学中,生理学教学是其中重要的组成部分,文章通过梳理生理学教学在基础医学概论这门课程中存在的问题,提出了相应的改革意见,为基础医学概论课程的发展提供了可能的思路.

目的 观察Genistein对雌性大鼠卵巢颗粒细胞卵泡刺激素受体(FSHR)基因表达的影响,及其与雌激素受体(ER)的关系.方法 选取25～28日龄雌性大鼠,皮下注射孕马血清促性腺激素,建立促卵泡发育模型,分离卵巢颗粒细胞进行培养,分别给予Genistein(0、0.1、1、5、10、100 μmol/L)及雌激素受体阻断剂ICI 182,780(1μmol/L)处理24 h后,采用逆转录-聚合酶链反应(RT-PCR)检测芳香化酶基因上游调控因子FSHR mRNA的表达.结果 与空白对照组比较,10 μmol/L Genistein组FSHR mRNA表达显著增加(P＜0.05).ICI 182,780(1 μmol/L)预处理细胞30 min后加入1和10 μmol/L Genistein,其FSHR mRNA表达分别较1和10 μmol/L Genistein组显著下降(P＜0.05或P＜ 0.01).结论 10 μmol/L的Genistein可上调雌性大鼠卵巢颗粒细胞中FSHR表达,且该作用可能是通过ER介导的.

微课是教育技术向信息化和数字化发展的产物,是符合信息时代特征和教育教学规律的新型教学资源.微课"小"而"精",短时但有效,赋予教学新的生命力,同时也对教师提出了全新的挑战.文章以"小脑对运动的调控"微课为例,探讨生理学微课的设计与构建思路,以期在教学应用中达到最佳的效果.

生理学是医学生接触的第一门功能学课程,理论性强,内容抽象,机制复杂.文章结合生理学的学科特点,通过教学实践反思,从教师的个人魅力、教学方法的设计等方面入手,分析探讨如何建立轻松愉悦的学习气氛,提高学生的学习兴趣并将其作为学习生理学的内在驱动力.

生理学是研究生物体及其各组成部分功能活动和规律的科学,是一门重要的基础医学理论学科.大班授课目前仍然是大多数高校临床医学、药学等专业生理学授课的主要形式.生理学大班授课多采用以教师讲授为主的传统教学,课堂气氛沉闷,教学效果不理想.而在传统教学的基础上融入案例式、情景式等多元化教学模式,将事半功倍地提高生理学大班授课的教学效果.