{"id":3096,"date":"2017-07-14T17:40:24","date_gmt":"2017-07-15T00:40:24","guid":{"rendered":"https:\/\/blogs.ubc.ca\/stem2017\/?p=3096"},"modified":"2017-07-14T17:40:24","modified_gmt":"2017-07-15T00:40:24","slug":"t-gem-for-cardiovascular-physiology","status":"publish","type":"post","link":"https:\/\/blogs.ubc.ca\/stem2017\/2017\/07\/14\/t-gem-for-cardiovascular-physiology\/","title":{"rendered":"T-GEM for cardiovascular physiology"},"content":{"rendered":"

A commonly cited conceptual challenge in medical education is cardiovascular\u00a0physiology. This seems to be a consistent\u00a0finding at different educational levels (Mikkila-Erdmann, 2012). If applying the T-GEM model (Khan, 2010)to teaching this, I would organize it as follows:<\/p>\n

    \n
  1. I would provide some background content information, such as the definition of cardiac output, mean arterial pressure, heart rate, and systemic vascular resistance (total peripheral resistance)<\/li>\n
  2. Have the students pair up and access the following simulator:\u00a0https:\/\/ilearn.med.monash.edu.au\/physiology\/Cardiovascular\/index.html\u00a0<\/a>\n
      \n
    • on the Home tab, have the students look at the relationship between cardiac output, mean arterial pressure, and heart rate<\/li>\n
    • have students generate a relationship between the above variables (by seeing what happens to these variables during different activities)<\/li>\n<\/ul>\n<\/li>\n
    • Based on this relationship, have students predict what will happen to these variables with postural change<\/li>\n
    • Have students run the postural change simulation and evaluate the relationship<\/li>\n
    • Have students review their initial predictions and compare to the relationship that was observed through the simulation.\n
        \n
      • ask students to modify their initial predictions\/relationships based on new data.<\/li>\n<\/ul>\n<\/li>\n<\/ol>\n

         <\/p>\n

        I think this method will offer students a chance to challenge their conceptual models by simulation and make modifications as needed. In trying to find software for TGEM in the medical context, I ran into a significant challenge. This is because a\u00a0lot of medical simulations were for clinical skills or other technical skills improvement, and not for the purposes of understanding certain phenomena. But I do think this is a great way to learn and really understand concepts in a deeper more meaningful way (compared to the superficial rote memorization that is still common in medical education). I hope that simulations that examine concepts in my field become more readily available as time goes on.<\/p>\n

         <\/p>\n

        References<\/p>\n

        Khan S. New Pedagogies on Teaching Science with Computer Simulations. J Sci Educ Technol. 2010;20(3):215-232. doi:10.1007\/s10956-010-9247-2.<\/p>\n

         <\/p>\n

        Mikkil\u00e4-Erdmann M, S\u00f6dervik I, Vilppu H, K\u00e4\u00e4p\u00e4 P, Olkinuora E. First-year medical students\u2019 conceptual understanding of and resistance to conceptual change concerning the central cardiovascular system. Instr Sci. 2012;40(5):745-754. doi:10.1007\/s11251-012-9212-y.<\/p>\n","protected":false},"excerpt":{"rendered":"

        A commonly cited conceptual challenge in medical education is cardiovascular\u00a0physiology. This seems to be a consistent\u00a0finding at different educational levels (Mikkila-Erdmann, 2012). If applying the T-GEM model (Khan, 2010)to teaching this, I would organize it as follows: I would provide some background content information, such as the definition of cardiac output, mean arterial pressure, heart […]<\/p>\n","protected":false},"author":19154,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[1669392],"tags":[],"class_list":["post-3096","post","type-post","status-publish","format-standard","hentry","category-b-t-gem"],"_links":{"self":[{"href":"https:\/\/blogs.ubc.ca\/stem2017\/wp-json\/wp\/v2\/posts\/3096","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.ubc.ca\/stem2017\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blogs.ubc.ca\/stem2017\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.ubc.ca\/stem2017\/wp-json\/wp\/v2\/users\/19154"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.ubc.ca\/stem2017\/wp-json\/wp\/v2\/comments?post=3096"}],"version-history":[{"count":1,"href":"https:\/\/blogs.ubc.ca\/stem2017\/wp-json\/wp\/v2\/posts\/3096\/revisions"}],"predecessor-version":[{"id":3097,"href":"https:\/\/blogs.ubc.ca\/stem2017\/wp-json\/wp\/v2\/posts\/3096\/revisions\/3097"}],"wp:attachment":[{"href":"https:\/\/blogs.ubc.ca\/stem2017\/wp-json\/wp\/v2\/media?parent=3096"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blogs.ubc.ca\/stem2017\/wp-json\/wp\/v2\/categories?post=3096"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blogs.ubc.ca\/stem2017\/wp-json\/wp\/v2\/tags?post=3096"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}