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Students' misconceptions about perceived physiological responses

J A Michael1

  • 1Department of Molecular Biophysics and Physiology, Rush Medical College, Chicago, Illinois 60612, USA.

The American Journal of Physiology
|December 5, 1998
PubMed
Summary
This summary is machine-generated.

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Students hold common misconceptions about how the heart and lungs work, often based on personal experience. These faulty understandings of physiological processes persist even in medical students.

Area of Science:

  • Physiology
  • Medical Education
  • Student Learning

Background:

  • Student misconceptions in science are often rooted in personal experience or classroom learning.
  • Faulty student models of physiological processes are understudied.
  • Physiological parameters like heart rate and breathing are directly perceivable.

Purpose of the Study:

  • To investigate undergraduate students' misconceptions about physiological responses.
  • To identify faulty models of cardiac and respiratory mechanics.
  • To explore the persistence of these misconceptions.

Main Methods:

  • Surveyed 393 undergraduates at three universities.
  • Assessed predictions of heart rate, cardiac contraction strength, breathing frequency, and depth.

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  • Elicited explanations for erroneous predictions.

    • Main Results:

    • Many students incorrectly predicted that increased heart rate would not increase contraction strength.
    • Approximately 50% of students erroneously predicted increased breathing frequency with decreased breathing depth.
    • Student explanations revealed significant misconceptions about cardiac and respiratory mechanics.

    Conclusions:

    • Undergraduates harbor significant misconceptions regarding physiological responses.
    • These misconceptions about cardiac and respiratory mechanics are persistent, even in medical students.
    • Methods for detecting and remediating these misconceptions are needed.