Refresher Course for Teaching Respiratory Physiology

S OF POSTERS AND DEMONSTRATIONS Interactive computer simulations for teaching basic concepts in respiratory physiology Robert A. Furilla and A. H. Sillau Department of Physiology, University of Puerto Rico, School of Medicine, San Juan, PR 00936-5067 Over the years, we have become aware that classes are not the same as they once were. Class size continues to grow, students are unaware of fundamental concepts of math, physics, and chemistry, and many students lack the zeal or inspiration to ‘‘put their noses to the grindstone.’’ To compensate, we continually adjust our teaching strategies to meet these changing conditions. Presenting information in a lecture format in a large amphitheater has come under fire as being archaic and inefficient. Some universities have started to replace lectures with other learning techniques, such as problem-based learning (PBL). This or other formats may work well in some settings as a replacement for lectures, but in others it can be a scheduling nightmare. We favor a combination of teaching methods, rather than supplanting one with another. At the University of Puerto Rico, we are reducing the number of formal lectures, replacing those hours with other activities, such as PBL, small group discussions of case studies, computer-simulation labs, etc. To this end, we have developed a series of interactive computer simulations that can be integrated into lectures, used in computer labs, or used by students as a study aid. Our intent when designing these programs was to present concepts that, in our experience, are poorly understood by students. Although these models produce results that are reasonable, we avoided the inclusion of complex interactions among several variables. To do so would have produced more accurate results, but would promote confusion among students. We also felt strongly that these programs be interactive. That is, that the user be able to alter conditions and observe their effects. An interactive approach is also necessary if these programs are to be used as an aid to lectures. Finally, we decided that all of the programs will present information graphically to familiarize our students in the art of extracting information from line graphs. Whenever possible, we begin a series of programs with a model that presents a concept using a physical or chemical analog, or at least, begins with a simple representation of a physiological system, building to more complex arrangements of variables. For example, students are uncomfortable with pressure-flow relationships. To introduce them to the work of breathing, we begin with a block sitting on the floor. This block is also attached to the wall with a spring. With this analog, we can discuss compliance and resistance (friction) and develop the principle of hysteresis before moving on to airway resistance and lung elasticity. The acid-base series begins with a titration program demonstrating the influence of pK and [buffer] on buffer power. The next program walks students through the construction of the Davenport diagram (or Siggaard-Andersen) before they move on to acid-base disturbances. The following is a list of the currently available modules: Work of Breathing and Ventilation Work using a block and spring Work of breathing and optimal breathing frequency Ventilation using a syringe pump Blood Gas Transport Oxygen dissociation and Bohr effect Oxygen transport A P S R E F R E S H E R C O U R S E R E P O R T VOLUME 18 : NUMBER 1 – ADVANCES IN PHYSIOLOGY EDUCATION – DECEMBER 1997