L.E.A.P. Into Action! Four Mnemonics for Teaching Action Potentials and Polarizing Ions in the Neuron to Health Professions Students

Autor/in	Mahaffey, Angela L.
Titel	L.E.A.P. Into Action! Four Mnemonics for Teaching Action Potentials and Polarizing Ions in the Neuron to Health Professions Students
Quelle	In: Advances in Physiology Education, 46 (2022) 3, S.468-471 (4 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Mahaffey, Angela L.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1043-4046
Schlagwörter	Mnemonics; Physiology; Nursing Education; Allied Health Occupations Education; Undergraduate Students; Memorization; Instructional Effectiveness; Illinois (Chicago) + Suchen Sie Ihr Suchwort? Mnemotechnik; Physiologie; Pflegepädagogik; Gedächtnistraining; Unterrichtserfolg
Abstract	Human physiology is a prerequisite to pathophysiology for baccalaureate of nursing sciences students and requisite for undergraduate exercise sciences students, in an undergraduate health sciences curriculum of Loyola University Chicago Health Sciences Division. This is the first human physiology course required for these first-year students (following anatomy); as such, methods to help students memorize these newly introduced topics during lecture were key. Here we examine the efficacy of mnemonics in an undergraduate health professions human physiology course. During lectures on the nervous system, cell membrane, and action potentials, the author integrated four mnemonics to assist students in memorizing the details of these topics. Student participants (n = 123) completed an anonymous and voluntary qualitative survey. Their responses to the mnemonics survey indicated an overall positive rate [greater than or equal to] 93% of self-reported effectiveness in memorizing these physiological concepts. (As Provided).
Anmerkungen	American Physiological Society. 9650 Rockville Pike, Bethesda, MD 20814-3991. Tel: 301-634-7164; Fax: 301-634-7241; e-mail: webmaster@the-aps.org; Web site: https://www.physiology.org/journal/advances
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01