Mildred Lam, MD
MEDICINE, MHMC
email Dr. Lam
phone: 778-4159

ABSTRACT

Physiologic processes are best taught in a stepwise manner, ideally with tools such as a blackboard and chalk. The aim of this project is to improve upon blackboard teaching by creating a collection of animated PowerPoint slides to aid in the teaching of physiology to health professionals. The slides are intended for use in large-group lectures and small-group seminars, and are also appropriate for students to use for individual study. Explanatory text accompanies them, and students may therefore learn and/or review the material at their own pace. The slides will be made available to the SOM community as part of the eCurriculum, and all are encouraged to use them, altering or embellishing them as appropriate for teaching activities or presentations. Ultimately it is hoped that the slide collection and those who create it will encourage and teach others to make full use of the animating capabilities of PowerPoint, thereby adding a dynamic aspect to the eCurriculum.

PROJECT DESCRIPTION

The idea for this project grew out of my love of using a blackboard and chalk to teach physiology to medical students. I have always felt that this teaching method is ideal for explaining complex physiologic processes, since it allows one to develop an idea in a stepwise manner. This encourages the student to concentrate on, and master, a process one step at a time, rather than being overwhelmed by trying to comprehend a complicated diagram all at once.

The development of Microsoft PowerPoint has provided an improved set of tools for the teaching of physiology. Using animated slides, it is now possible to create large, uniformly-drawn figures in color, animated in a stepwise manner. The use of PowerPoint thus allows improved graphics while retaining the simplicity and clarity of the step-by-step approach of blackboard teaching.

Over the past year I have been developing a set of PowerPoint slides to aid in the teaching of basic renal physiology and pathophysiology. I have used these slides in teaching such groups as medical students, nephrology fellows and faculty, urologists, and physician-assistant students. I have used feedback from various groups to improve the current slides and to obtain ideas for designing new ones.

The aim of my proposed project is to produce a bank of animated PowerPoint slides that can be used for teaching physiology in a variety of settings such as large-group lectures, small-group seminars, and individual study sessions. The slides will be accompanied by written text material that provides a detailed explanation of each slide. This will allow students to learn and review the material at their own pace.

I believe that this project is well-suited to the triad structure in the proposed Scholars program, since it would combine the insights and experience of a preclinical student, a clinical student, and a faculty member in preparing the slides. Collaboration with students of medical illustration will also be encouraged. Although the current pilot project includes only renal physiology material, the aim is to expand the subject matter to include physiology of the heart/vascular system, gastrointestinal system, respiratory system, and perhaps others. SOM Students and faculty will be encouraged to use the slides in the collection as a basis for lectures or other presentations, and to alter or embellish the slides as appropriate. It is hoped that the members of the Scholars triad will also serve as consultants and teachers for faculty or students who want to learn to make similar slides and to take full advantage of the capabilities of PowerPoint.

The slide collection that would be created in this project would enhance the material in the electronic curriculum of the School of Medicine. Current use of PowerPoint tends to be in the form of static slides and figures. This project has the potential to add a new dimension to much of the existing material by incorporating animation, thereby emphasizing the dynamic nature of physiologic processes and encouraging the use of a systematic step-by-step approach in the teaching and learning of physiology.