TY - JOUR
T1 - Study of physiological responses to acute carbon monoxide exposure with a human patient simulator
AU - Cesari, Whitney A.
AU - Caruso, Dominique M.
AU - Zyka, Enela L.
AU - Schroff, Stuart T.
AU - Evans, Charles H.
AU - Hyatt, Jon Philippe K.
PY - 2006/12
Y1 - 2006/12
N2 - Human patient simulators are widely used to train health professionals and students in a clinical setting, but they also can be used to enhance physiology education in a laboratory setting. Our course incorporates the human patient simulator for experiential learning in which undergraduate university juniors and seniors are instructed to design, conduct, and present (orally and in written form) their project testing physiological adaptation to an extreme environment. This article is a student report on the physiological response to acute carbon monoxide exposure in a simulated healthy adult male and a coal miner and represents how 1) human patient simulators can be used in a nonclinical way for experiential hypothesis testing; 2) students can transition from traditional textbook learning to practical application of their knowledge; and 3) student-initiated group investigation drives critical thought. While the course instructors remain available for consultation throughout the project, the relatively unstructured framework of the assignment drives the students to create an experiment independently, troubleshoot problems, and interpret the results. The only stipulation of the project is that the students must generate an experiment that is physiologically realistic and that requires them to search out and incorporate appropriate data from primary scientific literature. In this context, the human patient simulator is a viable educational tool for teaching integrative physiology in a laboratory environment by bridging textual information with experiential investigation. simulation; physiological adaptation; mining; chronic obstructive pulmonary.
AB - Human patient simulators are widely used to train health professionals and students in a clinical setting, but they also can be used to enhance physiology education in a laboratory setting. Our course incorporates the human patient simulator for experiential learning in which undergraduate university juniors and seniors are instructed to design, conduct, and present (orally and in written form) their project testing physiological adaptation to an extreme environment. This article is a student report on the physiological response to acute carbon monoxide exposure in a simulated healthy adult male and a coal miner and represents how 1) human patient simulators can be used in a nonclinical way for experiential hypothesis testing; 2) students can transition from traditional textbook learning to practical application of their knowledge; and 3) student-initiated group investigation drives critical thought. While the course instructors remain available for consultation throughout the project, the relatively unstructured framework of the assignment drives the students to create an experiment independently, troubleshoot problems, and interpret the results. The only stipulation of the project is that the students must generate an experiment that is physiologically realistic and that requires them to search out and incorporate appropriate data from primary scientific literature. In this context, the human patient simulator is a viable educational tool for teaching integrative physiology in a laboratory environment by bridging textual information with experiential investigation. simulation; physiological adaptation; mining; chronic obstructive pulmonary.
KW - Chronic obstructive pulmonary
KW - Coal workers' pneumoconiosis
KW - Disease
KW - Mining
KW - Physiological adaptation
KW - Simulation
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U2 - 10.1152/advan.00063.2006
DO - 10.1152/advan.00063.2006
M3 - Article
C2 - 17108253
AN - SCOPUS:33750973340
SN - 1043-4046
VL - 30
SP - 242
EP - 247
JO - American Journal of Physiology - Advances in Physiology Education
JF - American Journal of Physiology - Advances in Physiology Education
IS - 4
ER -