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#R9807
Application Exercise on Oxidative Phosphorylation and Ischemia-Reperfusion Injury

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PowerPoint Presentation (2007)
APS
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Description The following application exercise was designed to provide students a fun and engaging way to review oxidative phosphorylation and ischemia-reperfusion injury. The application exercise requires students to review a predefined amount of information prior to the in-class session. This application exercise was specifically designed for first year medical school students and was presented during the cardiovascular-respiratory module of our presentation based curriculum. This application exercise was specifically designed to work with version 5.3 of TurningPoint. This application exercise can easily be modified for other topics including physiology, biochemistry, and anatomy.
Type of Resource Assessment: exam w/o answer key, Assignment/Activity (Non-Laboratory/Non-Hands on Activity)
Format PowerPoint Presentation (2007) - PPTX
Technical Note TurningPoint Version 5.3
Author
Development Date November 24, 2014
Grade/Age Levels Graduate
Professional (degree program)
Pedagogies
APS/ACDP
Medical Objectives
in Physiology
Metabolism, Regulation of cell function
Learning Time 2-3 hours
Language English
Type of Review Reviewed By LifeSciTRC Board
Review Date March 13, 2015
Funding Source None
Keywords
Suggested Use

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This is an entertaining activity for the intended audience.  This is useful as a formative assessment tool that can be used during lecture or in a pre-test/post-test setting.

Brian Shmaefsky, Lone Star College - Kingwood


Really smart and entertaining powerpoint presentation to review the process and consequences of cardiac ischemia-reperfusion injury. It presents a series of questions in a “Who wants to be a millionaire?”  format with 4 possible answers to each question. The format really tests the knowledge of the class on the topic, in a fun way. The students go through the concepts being tested by a process of elimination, which cements their knowledge on the topic even more.

Carmen De Miguel, University of Alabama at Birmingham