Observing and understanding arterial and venous circulation differences in a physiology laboratory activity

被引:7
作者
Altermann, Caroline [1 ]
Goncalves, Rithiele [1 ]
Lara, Marcus Vinicius S. [1 ]
Neves, Ben-Hur S. [1 ]
Mello-Carpes, Pamela B. [1 ]
机构
[1] Fed Univ Pampa, Physiol Res Grp, BR-97500970 Uruguaiana, Rio Grande Do S, Brazil
关键词
blood flow; skin color; blood pressure; POST-PRESSURE HYPEREMIA; MEDICAL-STUDENTS; BLOOD-FLOW; CARDIOVASCULAR PHYSIOLOGY; THERMOREGULATION; CLASSROOM;
D O I
10.1152/advan.00148.2014
中图分类号
G40 [教育学];
学科分类号
040101 ; 120403 ;
摘要
The purpose of the present article is to describe three simple practical experiments that aim to observe and discuss the anatomic and physiological functions and differences between arteries and veins as well as the alterations observed in skin blood flow in different situations. For this activity, students were divided in small groups. In each group, a volunteer is recruited for each experiment. The experiments only require a sphygmomanometer, rubber bands, and a clock and allow students to develop a hypothesis to explain the different responses to the interruption of arterial and venous blood flow. At the end, students prepare a short report, and the results are discussed. This activity allows students to perceive the presence of physiology in their daily lives and helps them to understand the concepts related to the cardiovascular system and hemodynamics.
引用
收藏
页码:405 / 410
页数:6
相关论文
共 26 条
[1]   A follow-up study of medical students' biomedical understanding and clinical reasoning concerning the cardiovascular system [J].
Ahopelto, Ilona ;
Mikkila-Erdmann, Mirjamaija ;
Olkinuora, Erkki ;
Kaapa, Pekka .
ADVANCES IN HEALTH SCIENCES EDUCATION, 2011, 16 (05) :655-668
[2]  
[Anonymous], REV ED
[3]   The effect of vasoactive agents on post-pressure hyperemia [J].
Belzowzki, Anne ;
Bergren, Dale ;
Brugler, Alexandra ;
Hillman, Brandon G. ;
Hillman, Kyle C. ;
Hillman, Shane R. ;
Kuss, Brandon ;
Ngo, Binh T. ;
Pisarri, Thomas ;
Rendell, Marc S. ;
Thompson, Shaun L. ;
Turner, Scott A. .
MICROVASCULAR RESEARCH, 2012, 84 (03) :345-350
[4]   "Physiological curiosity of the week": a teaching tool to facilitate self-directed learning and student participation during a cardiovascular physiology course [J].
Berg, Ronan M. G. .
ADVANCES IN PHYSIOLOGY EDUCATION, 2012, 36 (04) :356-357
[5]   Teaching baroreflex physiology to medical students: a comparison of quiz-based and conventional teaching strategies in a laboratory exercise [J].
Berg, Ronan M. G. ;
Plovsing, Ronni R. ;
Damgaard, Morten .
ADVANCES IN PHYSIOLOGY EDUCATION, 2012, 36 (02) :147-153
[6]   Transposing from the Laboratory to the Classroom to Generate Authentic Research Experiences for Undergraduates [J].
Burnette, James M., III ;
Wessler, Susan R. .
GENETICS, 2013, 193 (02) :367-+
[7]   Post pressure hyperemia in the rat [J].
Capp, CL ;
Dorwart, WC ;
Elias, NT ;
Hillman, SR ;
Lancaster, SS ;
Nair, RC ;
Ngo, BT ;
Rendell, MS ;
Smith, DM .
COMPARATIVE BIOCHEMISTRY AND PHYSIOLOGY A-MOLECULAR & INTEGRATIVE PHYSIOLOGY, 2004, 137 (03) :533-546
[8]   A group dynamic activity for learning the cardiac cycle and action potential [J].
Carvalho, Helena .
ADVANCES IN PHYSIOLOGY EDUCATION, 2011, 35 (03) :312-313
[9]   Skin blood flow in adult human thermoregulation: How it works, when it does not, and why [J].
Charkoudian, N .
MAYO CLINIC PROCEEDINGS, 2003, 78 (05) :603-612
[10]   A novel laboratory approach for the demonstration of hemodynamic principles: the arterial blood flow reflection [J].
Djelic, Marina ;
Mazic, Sanja ;
Zikic, Dejan .
ADVANCES IN PHYSIOLOGY EDUCATION, 2013, 37 (04) :321-326