{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,8,23]],"date-time":"2026-08-23T15:22:46Z","timestamp":1787498566914,"version":"build-2736575974"},"reference-count":10,"publisher":"American Physiological Society","issue":"1","content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["Advances in Physiology Education"],"published-print":{"date-parts":[[2001,3]]},"abstract":"<jats:p>The popularity of the problem-based learning paradigm has stimulated new interest in small group, interactive teaching techniques. Medical educators of physiology have long recognized the value of such methods, using animal-based laboratories to demonstrate difficult physiological principles. Due to ethical and other concerns, a replacement of this teaching tool has been sought. Here, the author describes the use of a full-scale human patient simulator for such a workshop. The simulator is a life-size mannequin with physical findings (palpable pulses, breath\/heart sounds, blinking eyes, etc.) and sophisticated mechanical and software models of the cardiovascular and pulmonary systems. It can be connected to standard physiological monitors to reproduce a realistic clinical environment. In groups of 10, first-year medical students explore Starling\u2019s law of the heart, the physiology of the Valsalva maneuver, and the function of the baroreceptor in a clinically realistic context using the simulator. With the use of a novel pre-\/postworkshop assessment instrument that included student confidence in their answers, student confidence improved for all questions and survey items following the simulator session ( P &lt; 0.0001). The students give these laboratory exercises uniformly superior evaluations with &gt;85% of the students rating the workshop \u201cvery good\u201d or \u201cexcellent.\u201d<\/jats:p>","DOI":"10.1152\/advances.2001.25.1.36","type":"journal-article","created":{"date-parts":[[2017,12,24]],"date-time":"2017-12-24T01:10:14Z","timestamp":1514077814000},"page":"36-43","source":"Crossref","is-referenced-by-count":56,"title":["SMALL GROUP TEACHING: CLINICAL CORRELATION WITH A HUMAN PATIENT SIMULATOR"],"prefix":"10.1152","volume":"25","author":[{"given":"Tammy Y.","family":"Euliano","sequence":"first","affiliation":[{"name":"Department of Anesthesiology, University of Florida College of Medicine, Gainesville, Florida 32610\u20130254"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"24","reference":[{"key":"R1","doi-asserted-by":"publisher","DOI":"10.1097\/00001888-199508000-00021"},{"key":"R2","doi-asserted-by":"crossref","unstructured":"Boyle J.\n                      Ventilatory control (ventrol) simulation for education.\n                      Am J Physiol Adv Physiol Educ\n                      6\n                      : S25\u2013S29, 1991.","DOI":"10.1152\/advances.1991.261.6.S25"},{"key":"R3","doi-asserted-by":"publisher","DOI":"10.1097\/00001888-198904000-00008"},{"key":"R4","doi-asserted-by":"publisher","DOI":"10.1097\/00001888-199203000-00013"},{"key":"R5","doi-asserted-by":"crossref","unstructured":"Modell HI.\n                      How can we help students learn respiratory physiology?\n                      Am J Physiol Adv Physiol Educ\n                      18\n                      : S68\u2013S74, 1997.","DOI":"10.1152\/advances.1997.273.6.68"},{"key":"R6","doi-asserted-by":"publisher","DOI":"10.1097\/00001888-199209000-00002"},{"key":"R7","doi-asserted-by":"crossref","unstructured":"Randall WC and Burkholder T.\n                      Hands-on laboratory experience in teaching-learning physiology.\n                      Am J Physiol Adv Physiol Educ\n                      4\n                      : S4\u2013S7, 1990.","DOI":"10.1152\/advances.1990.259.6.S4"},{"key":"R8","unstructured":"Samsel RW, Schmidt GA, Hall JB, Wood LDH, Shroff SG, and Schumacker PT.\n                      Cardiovascular physiology teaching: computer simulations vs. animal demonstrations.\n                      Am J Physiol Adv Physiol Educ\n                      11\n                      : S36\u2013S46, 1994."},{"key":"R9","doi-asserted-by":"publisher","DOI":"10.1111\/j.1365-2923.1983.tb01086.x"},{"key":"R10","unstructured":"Tulving E.\n                      Relation between encoding specificity and levels of processing. In:\n                      Levels of Processing in Human Memory\n                      , edited by Cermak LS and Criak FIM. Hillsdale, New Jersey: Erlbaum, 1979, p. 405\u2013428."}],"container-title":["Advances in Physiology Education"],"original-title":[],"language":"en","link":[{"URL":"https:\/\/www.physiology.org\/doi\/pdf\/10.1152\/advances.2001.25.1.36","content-type":"unspecified","content-version":"vor","intended-application":"similarity-checking"}],"deposited":{"date-parts":[[2019,9,8]],"date-time":"2019-09-08T19:11:51Z","timestamp":1567969911000},"score":1,"resource":{"primary":{"URL":"https:\/\/www.physiology.org\/doi\/10.1152\/advances.2001.25.1.36"}},"subtitle":[],"short-title":[],"issued":{"date-parts":[[2001,3]]},"references-count":10,"journal-issue":{"issue":"1","published-print":{"date-parts":[[2001,3]]}},"alternative-id":["10.1152\/advances.2001.25.1.36"],"URL":"https:\/\/doi.org\/10.1152\/advances.2001.25.1.36","relation":{},"ISSN":["1043-4046","1522-1229"],"issn-type":[{"value":"1043-4046","type":"print"},{"value":"1522-1229","type":"electronic"}],"subject":[],"published":{"date-parts":[[2001,3]]}}}