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Related Concept Videos

Nursing Process for Patient and Caregiver Teaching I: Assessment and Diagnosis01:24

Nursing Process for Patient and Caregiver Teaching I: Assessment and Diagnosis

The nursing process provides a clinical decision-making framework for patients and families to establish and implement a personalized care plan. Since part of the nurse's duties is to teach patients, the steps of the nursing process are the most effective way to approach instruction. The nursing process and the teaching-learning process are inextricably linked.
It is critical to determine the patient's learning needs during the assessment. Determination of learning needs compounds data from the...
Nursing Process for Patient and Caregiver Teaching II: Planning and Implementation01:24

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Planning for learning involves the development of a teaching plan. Teaching plans are similar to nursing care plans—both follow the steps of the nursing process. Planning in the teaching process involves setting goals and outcomes. Here, goals identify what a patient needs to achieve to understand a healthcare topic better, whereas the outcomes are the action to be performed by the patient to achieve the goal within a timeframe. For example, if the goal is to educate the patient about insulin...
Nursing Process for Patient and Caregiver Teaching III: Evaluation and Documentation01:20

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Evaluation of the teaching process enables the nurse to determine if the patient's learning needs were met and if training was effective. If the expected outcomes are not met, the care plan is revised, and additional education or reinforcement is provided. Nurses can ask questions after the session or obtain feedback to assess the patient's understanding of the topic.
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Human anatomy is the scientific study of the body's structures. Some of these structures are very small and can only be observed and analyzed with the assistance of a microscope. Other larger structures can readily be seen, manipulated, measured, and weighed. The word "anatomy" comes from a Greek root that means "to cut apart." Human anatomy was first studied by observing the body's exterior and the wounds of soldiers and other injuries. Later, physicians were allowed to dissect the bodies of...
Structural Organization of the Human Body: An Overview01:18

Structural Organization of the Human Body: An Overview

It is convenient to consider the body's structures in terms of fundamental levels of organization that increase in complexity: subatomic particles, atoms, molecules, organelles, cells, tissues, organs, organ systems, and organisms.
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Physiological models in pharmacokinetics are instrumental in understanding the distribution and elimination of drugs within the body. These models describe the drug concentration within target organs, influenced by factors such as drug uptake, tissue volume, and blood flow. Drug uptake is governed by the partition coefficient, which signifies the drug concentration ratio in tissue to that in the blood. The blood flow rate to a specific tissue is expressed as Qt, and the rate of change in tissue...

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Rethinking physiology teaching: evidence and theory-informed strategies for interactive physiology education.

Jovita Herrera1, Predrag Vujovic2

  • 1Clinical Medicine Department, American University of Antigua College of Medicine, St. John's, Antigua and Barbuda.

Advances in Physiology Education
|December 9, 2025
PubMed
Summary

This review offers practical, evidence-based strategies to enhance physiology education by addressing common teaching challenges. It provides actionable guidance for educators to improve student engagement and learning outcomes.

Keywords:
active learningflipped classroomformative assessmentinteractive teachingphysiology education

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Area of Science:

  • Medical Education
  • Physiology Teaching
  • Learning Theory Integration

Background:

  • Existing active learning reviews lack specificity for physiology.
  • A systematic, PRISMA 2020-guided approach is needed for evidence synthesis.
  • Persistent challenges in physiology education require targeted solutions.

Purpose of the Study:

  • To provide actionable guidance for physiology educators.
  • To integrate empirical evidence with learning theory.
  • To address specific challenges in physiology teaching.

Main Methods:

  • Systematic review following PRISMA 2020 guidelines (1990-Aug 2025 search).
  • Quality appraisal using MERSQI and MMAT.
  • Mapping findings to six key discipline-relevant challenges.
  • Linking interventions to learning theories (constructivism, cognitive load, etc.).

Main Results:

  • Identified six persistent challenges in physiology education.
  • Cataloged evidence-based, small-step interventions for each challenge.
  • Grounded interventions in established learning theories.
  • Demonstrated thematic robustness through sensitivity analyses.

Conclusions:

  • A practical toolkit for incrementally transforming physiology teaching is presented.
  • Educators can implement evidence-and-theory-informed strategies without major curriculum changes.
  • The review offers actionable guidance for improving physiology education.