Advances in Physiology Education

(The TQCC of Advances in Physiology Education is 8. The table below lists those papers that are above that threshold based on CrossRef citation counts. The publications cover those that have been published in the past four years, i.e., from 2019-06-01 to 2023-06-01.)
Attention span during lectures: 8 seconds, 10 minutes, or more?180
Using technology to increase student (and faculty satisfaction with) engagement in medical education85
It's difficult to change the way we teach: lessons from the Integrative Themes in Physiology curriculum module project74
Combination of didactic lectures and case-oriented problem-solving tutorials toward better learning: perceptions of students from a conventional medical curriculum38
Understanding basic vein physiology and venous blood pressure through simple physical assessments37
A flipped classroom method based on a small private online course in physiology27
Physiology is hard: a replication study of students’ perceived learning difficulties26
A classic learning opportunity from Fenn, Rahn, and Otis (1946): the alveolar gas equation25
Flipped teaching eased the transition from face-to-face teaching to online instruction during the COVID-19 pandemic25
CFTR in cystic fibrosis and cholera: from membrane transport to clinical practice24
Teaching from classic papers: Hill's model of muscle contraction24
Helping students make sense of physiological mechanisms: the “view from the inside”22
Diagnosing differences in what Introductory Biology students in a fully online and an in-person biology degree program know and do regarding medical school admission21
A combination of active learning strategies improves student academic outcomes in first-year paramedic bioscience20
Forgetting as the friend of learning: implications for teaching and self-regulated learning19
Effect of flipped teaching on student performance and perceptions in an Introductory Physiology course18
Ten maxims of formative assessment18
Promoting student engagement and academic achievement in first-year anatomy and physiology courses18
Phys-MAPS: a programmatic physiology assessment for introductory and advanced undergraduates17
From Claude Bernard to the Batcave and beyond: using Batman as a hook for physiology education16
Aims of undergraduate physiology education: a view from the University of Chicago15
Moving student research forward during the COVID-19 pandemic15
The impact of a faculty development program: evaluation based on the self-assessment of medical educators from preclinical and clinical disciplines15
The force-frequency relationship: insights from mathematical modeling14
Students’ perception of animal or virtual laboratory in physiology practical classes in PBL medical hybrid curriculum14
The use of Twitter and Zoom videoconferencing in healthcare professions seminar course benefits students at a commuter college13
Increased learning by using board game on muscular system physiology compared with guided study13
Comparing biology majors from large lecture classes with TA-facilitated laboratories to those from small lecture classes with faculty-facilitated laboratories13
Implementing inclusive practices in an active learning STEM classroom13
Improving teaching skills: from interactive classroom to applicable knowledge12
Perceived clinical relevance and retention of basic sciences across the medical education continuum12
Patterns of medical student engagement in a second-year pathophysiology course: relationship to USMLE Step 1 performance11
A virtual experiment improved students’ understanding of physiological experimental processes ahead of a live inquiry-based practical class11
Lessons from the impact of COVID-19 on medical educational continuity and practices11
How much do preclinical medical students utilize the internet to study physiology?11
Elementary school classroom physical activity breaks: student, teacher, and facilitator perspectives10
Perspectives of physiology as a discipline from senior-level millennial-generation students10
Anesthetic MS-222 eliminates nerve and muscle activity in frogs used for physiology teaching laboratories10
Switching from face-to-face to an online teaching strategy: how anatomy and physiology teaching transformed post-COVID-19 for a university preprofessional program9
Redesigning a course to help students achieve higher-order cognitive thinking skills: from goals and mechanics to student outcomes8
Transforming a cookbook undergraduate microbiology laboratory to inquiry based using a semester-long PBL case study8
The effectiveness of formative assessment in pathophysiology education from students’ perspective: a questionnaire study8
Using Hawkeye from the Avengers to communicate on the eye8
Development and assessment of an academic performance enrichment program for low-performing, first-year pharmacy students8
Item statistics derived from three-option versions of multiple-choice questions are usually as robust as four- or five-option versions: implications for exam design8
Examining the effects of different teaching strategies on metacognition and academic performance8
A conceptual framework for the core concept of “cell membrane”8