APS Publications Podcast

The upside to depression: Undergraduates benefit from an instructor revealing depression in a large-enrollment physiology course

In this episode of The APS Publications Podcast, join Tasneem F. Mohammed, Nolina Doud, Sara E. Brownell, and Katelyn M. Cooper as they discuss their recently published paper, "The Upside to Depression: Undergraduates Benefit from an Instructor Revealing Depression in a Large-Enrollment Physiology Course." In the study, an instructor of a large physiology course openly disclosed her depression to students on two separate occasions. The research explores how this revelation impacted students' perceptions of the instructor, the classroom environment, and their overall experience.

Through a survey of 289 undergraduates, the study found that most students remembered the disclosure, with a significant majority reporting a positive impact. The findings show that for some groups, such as women, LGBTQ+ students, and those with more severe depressive symptoms, the disclosure helped normalize depression and fostered a more inclusive and approachable learning atmosphere. This conversation delves into the implications of instructors revealing their own struggles with mental health, challenging the stigma around depression, and offering new perspectives on building supportive and inclusive educational spaces.

Tune in for a thought-provoking discussion on the power of vulnerability in teaching and its potential to transform student experiences.

 

The upside to depression: undergraduates benefit from an instructor revealing depression in a large-enrollment physiology course

Tasneem F. Mohammed, Nolina Doud, Sara E. Brownell, and Katelyn M. Cooper

Advances in Physiology Education 2024 48:4, 884-897

"All of us are capable, and all of us can be scientists." The Impact of Scientist Spotlight Assignments with Undergraduates in Physiology Courses

In this episode, authors Dax Ovid, Ashley Rose Acosta-Parra, Arsema Alemayehu, Jacob Francisco Gomez, Dathan Tran, and Brie Tripp dive into their recently published research titled “All of us are capable, and all of us can be scientists.” They explore the profound impact of Scientist Spotlight assignments on undergraduate students in physiology courses at an emerging Hispanic-serving institution. These assignments, which highlight counterstereotypical scientists, have been shown to significantly enhance students’ feelings of inclusion and foster a deeper connection to the material. Through engaging conversations, the authors discuss how these initiatives not only change students' perceptions of scientists but also improve the learning experience in both major and non-major physiology courses. Join them as they share insights on how inclusive curricula and supportive teaching practices can positively influence student success and representation in the field of physiology.

 

“All of us are capable, and all of us can be scientists.” The impact of Scientist Spotlight assignments with undergraduates in physiology courses

Dax Ovid, Ashley Rose Acosta-Parra, Arsema Alemayehu, Jacob Francisco Gomez, Dathan Tran, and Brie Tripp

Advances in Physiology Education 2024 48:4, 770-783

The Diamond Framework for Team-based Active Learning for Physiology Courses

In this episode, coauthors Daniela G. L. Terson de Paleville and Staci W. Saner explore their paper on incorporating Team-Based Learning (TBL) into physiology and biomedical sciences education. While TBL has become a popular method for teaching conceptual and procedural subjects, it remains underutilized in these fields. Daniela and Staci provide a step-by-step guide for integrating TBL into physiology courses and introduce their innovative Diamond Framework for TBL. Inspired by Bloom’s taxonomy, this visual taxonomy places "application" at the core, offering a new way to structure learning. Tune in to discover how TBL can transform physiology education and enhance student engagement and learning outcomes.

 

The Diamond Framework for team-based active learning for physiology courses

Daniela G. L. Terson de Paleville and Staci W. Saner

Advances in Physiology Education 2024 48:4, 857-866

Leveraging digital assets: lessons from a 14-year-old isotope tracer course for professional scientists

In this episode, coauthors Eann Malabanan, Owen P. McGuinness, and Kendra H. Oliver dive into their recently published paper, "Leveraging Digital Assets: Lessons from a 14-Year-Old Isotope Tracer Course for Professional Scientists." They explore how the COVID-19 pandemic reshaped scientific training programs, forcing many to pivot to virtual formats due to social distancing and travel restrictions. With a focus on the Isotope Tracers in Metabolic Research course—a long-running training program for scientists—they discuss how the integration of digital assets not only helped maintain engagement during the pandemic but also enhanced post-pandemic in-person training. By reviewing survey data from both virtual and in-person formats, they reveal the surprising value of digital elements in fostering better understanding and engagement, even in well-established programs. Tune in to learn how digital strategies can support diverse learning needs and improve professional development for scientists across the globe.

 

Leveraging digital assets: lessons from a 14-year-old isotope tracer course for professional scientists

Eann Malabanan, Owen P. McGuinness, and Kendra H. Oliver

Advances in Physiology Education 2024 48:3, 661-669

Students' approaches to developing scientific communication skills

Join coauthors E.S. Louise Faber, Kay Colthorpe, Louise Ainscough, and Judit Kibedi in this APS Publications podcast as they delve into their recent paper, "Students’ Approaches to Developing Scientific Communication Skills." In this episode, they explore the strategies and resources that undergraduate science students employ to enhance their science communication abilities. Discover how different approaches can influence academic performance in written assessments and the critical role of explicit guidance and engagement with teaching staff in fostering these essential skills. Tune in for a deep dive into the intersection of education, communication, and scientific literacy, and learn how these findings can inform future teaching practices.

 

Students’ approaches to developing scientific communication skills

E. S. Louise Faber, Kay Colthorpe, Louise Ainscough, and Judit Kibedi

Advances in Physiology Education 2024 48:3, 639-647

Graduate Prospects Explain Undergraduate Program Standing in University League Sports Science Tables

In this episode of the APS Publications podcast, coauthor Ole J. Kemi dives into the recently published article "Graduate prospects explain undergraduate program standing in university league sports science tables." The discussion highlights how university rankings play a crucial role for applicants and stakeholders in evaluating undergraduate programs.

Kemi explains that these rankings assess various criteria affecting student life and future prospects, but the study reveals that graduate prospects—the professional benefits students gain post-graduation—are the most significant factor influencing ranking outcomes. This insight emphasizes the importance of career outcomes in shaping perceptions of program quality and helps guide prospective students in their decision-making process. Tune in to learn more about the implications of these findings for universities and students alike!

 

Graduate prospects explain undergraduate program standing in university league sports science tables

Ole J. Kemi, Victoria Penpraze, Nairn Scobie, and Niall G. MacFarlane

Advances in Physiology Education 2024 48:2, 330-337

 

Enhancing the understanding of abstract neurophysiology concepts by first-year students at the University of La Réunion

In this episode of The APS Publications podcast, coauthor Emmanuel Bourdon highlights the illuminations article titled "Enhancing the understanding of abstract neurophysiology concepts by first-year students at the University of La Réunion." First-year physiology students can find the subject challenging, struggling to understand abstract concepts without any context. To address this, the authors introduced a pedagogical intervention for first-year medical and health physiology students that aimed to link abstract concepts and a pathological disorder, together with a discussion of a specific therapeutic intervention. This pedagogical intervention was well received by first-year physiology students who better understood how basic nerve physiology concepts can be applied within the clinical setting.

 

Enhancing the understanding of abstract neurophysiology concepts by first-year students at the University of La Réunion

M. Faadiel Essop and Emmanuel Bourdon

Advances in Physiology Education 2024 48:3, 655-660

MitomiRs in hibernating thirteen-lined ground squirrels

In the latest APS Publications Podcast, coauthors Karyn Robichaud, and Brynne Duffy discuss their fascinating research on the altered mitochondrial microRNA profiles in thirteen-lined ground squirrels during hibernation. This study sheds light on the metabolic changes these squirrels undergo during torpor and IBE, revealing 38 liver mitomiRs that differ based on hibernation state.

 

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Mitochondrial microRNA profiles are altered in thirteen-lined ground squirrels (Ictidomys tridecemlineatus) during hibernation

Karyn Robichaud, Brynne Duffy, James F. Staples, and Paul M. Craig

Physiological Genomics 2024 56:8, 555-566