A Partnership of
Life Science Organizations
Life Science Organizations
| View Resource |
 |
|
||
| Average Rating |
 |
|||
| Rate It! | To rate items you must be logged in to LifeSciTRC.. Log-in/Register now to the left. | |||
| Comment On It! |
To add comments, you must log in or register.
|
|||
| Share It! |
|
|||
| Save It! | To save the resource to a folder, please log in or register. | |||
| Description | The goal of this report is to discuss educational approaches for bridging the different perspectives of the physiological and mathematical disciplines. These approaches can enhance the learning experience for physiology, medical, and mathematics students and simultaneously act to stimulate mathematical/physiological/clinical interdisciplinary research. While physiology education incorporates mathematics, via equations and formulas, it does not typically provide a foundation for interdisciplinary research linking mathematics and physiology. Here, we provide insights and ideas derived from interdisciplinary seminars involving mathematicians and physiologists that have been conducted over the last decade. The approaches described here can be used as templates for giving physiology and medical students insights into how sophisticated tools from mathematics can be applied and how the disciplines of mathematics and physiology can be integrated in research, thereby fostering a foundation for interdisciplinary collaboration. These templates are equally applicable to linking mathematical methods with other life and health sciences in the educational process. | |||
| Type of Resource | Journal Article/Issue | |||
| Format | Web Page - HTML | |||
| Authors |
Jerry Batzel, Medical University of Graz
Helmut Hinghofer-Szalkay, Medical University of Graz
Franz Kappel, University of Graz
Daniel Schneditz, Medical University of Graz
Thomas Kenner, Medical University of Graz
Nandu Goswami, Medical University of Graz
|
|||
| Development Date | December 1, 2012 | |||
| Grade/Age Levels |
Undergraduate lower division (Grades 13-14) Undergraduate upper division (Grades 15-16) Graduate Professional (degree program) Continuing Education |
|||
| Pedagogy | ||||
| Related Research Paper |
Advan. Physiol. Edu. 35: 178-187, 2011 |
|||
| Learning Time | <=1 hour | |||
| Language | English | |||
| Type of Review | Reviewed By Journal Board | |||
| Review Date | Reviewed at time of publication | |||
| Keywords | ||||
| Suggested Use | ||||