ABSTRACT

Learning the physiology of the cardiovascular system can be difficult for students, but the use of active teaching methodologies can help and enhance learning. To facilitate the understanding of how the cardiovascular system works, we built a functional model for Veterinary Medicine students attending a cardiovascular physiology lecture and evaluated their self-reported perceptions of how well they learned. We used simple materials to construct the cardiovascular model, such as bottles of transparent polyethylene terephthalate (PET), transparent tubing, rubber balloons, and rubber pears taken from aneroid manometers. Twenty-four veterinary students attended a traditional cardiovascular physiology lecture before being introduced to the functional model. Each student then filled out a structured questionnaire that assessed their learning perception. The data was analyzed by chi-squared (χ²) test. We observed that most students considered the use of the model to be a more efficient and satisfactory learning method (p < 0.05). The functional model proved to be a useful tool for learning cardiovascular system physiology. Through the model, the students were able to visualise the way that important structures function, an outcome that is often not possible in classes involving animal vivisections. Moreover, the model facilitates the teaching of the pathophysiology of the cardiovascular system.

摘要

学习心血管系统的生理学对学生来说可能很困难，但使用积极的教学方法可以帮助和加强学习。为了促进对心血管系统如何工作的理解，我们为参加心血管生理学讲座的兽医学学生建立了一个功能模型，并评估了他们自我报告的对他们学习情况的看法。我们使用简单的材料来构建心血管模型，例如透明聚对苯二甲酸乙二醇酯 (PET) 瓶、透明管、橡胶气球和从无液压力计中取出的橡胶梨。在介绍功能模型之前，24 名兽医学生参加了传统的心血管生理学讲座。然后每个学生填写一份结构化问卷，评估他们的学习感知。²）测试。我们观察到，大多数学生认为使用该模型是一种更有效、更令人满意的学习方法（p < 0.05）。功能模型被证明是学习心血管系统生理学的有用工具。通过该模型，学生们能够想象重要结构的运作方式，这在涉及动物活体解剖的课程中通常是不可能的。此外，该模型有助于心血管系统病理生理学的教学。