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Related Concept Videos

Assessment of blood pressure in brachial artery(one-step method)01:15

Assessment of blood pressure in brachial artery(one-step method)

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This procedural guide systematically measures blood pressure using an oscillometric digital sphygmomanometer, emphasizing accuracy, patient safety, and comfort.
Prepare for the Procedure:
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Assessment of blood pressure in brachial artery(two-step method)01:23

Assessment of blood pressure in brachial artery(two-step method)

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Measuring blood pressure is a fundamental skill in healthcare that aids in diagnosing and monitoring hypertension and other cardiovascular conditions. An aneroid sphygmomanometer, commonly used in clinical settings, offers a manual and precise method for blood pressure measurement. The technique for using this instrument involves specific steps that must be carefully executed to ensure accuracy. The following detailed description outlines a two-step technique for assessing blood pressure using...
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Related Experiment Video

Updated: Sep 6, 2025

Tilt Testing with Combined Lower Body Negative Pressure: a "Gold Standard" for Measuring Orthostatic Tolerance
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The baroreceptor reflex brought to life outside the classroom - an e-learning based asynchronous laboratory class

Tobias Heinrich1, Susanne Sehner2, Isabel Wageringel1,3

  • 1Department of Cellular and Integrative Physiology, University Medical Centre Hamburg-Eppendorf, Martinistraße 52, 20246, Hamburg, Germany.

BMC Medical Education
|July 1, 2022
PubMed
Summary

This study shows that an e-learning laboratory class effectively teaches the baroreceptor reflex (BRR) using a modified Active Standing Test (AST) without medical equipment. Students achieved accurate heart rate responses, demonstrating the feasibility and success of this digital approach for cardiovascular physiology education.

Keywords:
Active Standing TestBaroreceptor reflexDigital transitionEducationLaboratory classOrthostasisPhysiologySchellong testTeachinge-learning

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Area of Science:

  • Physiology
  • Medical Education
  • E-learning

Background:

  • E-learning offers flexible, self-paced laboratory classes, enhancing traditional in-classroom settings.
  • The baroreceptor reflex (BRR) is a key cardiovascular process typically taught using an Active Standing Test (AST).
  • This study explored transforming the BRR laboratory class into an asynchronous e-learning format for unsupervised students.

Purpose of the Study:

  • To assess the feasibility of an e-learning based asynchronous laboratory class on the baroreceptor reflex (BRR).
  • To evaluate if untrained, non-supervised students could perform a modified Active Standing Test (AST) without medical equipment.
  • To determine the effectiveness of digital materials in teaching cardiovascular physiology concepts.

Main Methods:

  • Modified the conventional Active Standing Test (AST) by excluding blood pressure measurements.
  • Integrated the modified AST into interactive digital material for independent student learning.
  • Implemented the e-learning class in human medicine, dental medicine, midwifery, and pharmacy curricula, collecting data via an audience response system.

Main Results:

  • 217 students completed the class, reporting a mean heart rate (HR) rise of ~20 bpm (~30%) during standing, consistent with textbook data.
  • High feasibility reported, with ~80% of students experiencing no technical issues.
  • Students reported high satisfaction (4.4/5 Likert scale), and HR data showed consistency across subgroups.

Conclusions:

  • An e-learning asynchronous laboratory class effectively teaches the baroreceptor reflex (BRR) using a modified, non-supervised Active Standing Test (AST).
  • The digital format, focusing on HR measurements, is feasible and well-received by students across various healthcare curricula.
  • This approach broadens access to fundamental cardiovascular physiology concepts through adaptable and accessible e-learning.