FRINK Linked Data Fragments server

Matches in SemOpenAlex for { <https://semopenalex.org/work/W4377011760> ?p ?o ?g. }

• W4377011760 endingPage "375" @default.
• W4377011760 startingPage "373" @default.
• W4377011760 abstract "EditorialPromoting outreach through physiology chapter collaborationSteven J. Elmer, Cassandra R. Gohn, John J. Durocher, and Naveen SharmaSteven J. ElmerDepartment of Kinesiology and Integrative Physiology, Michigan Technological University, Houghton, Michigan, United StatesHealth Research Institute, Michigan Technological University, Houghton, Michigan, United States, Cassandra R. GohnCollege of Pharmacy, Natural and Health Sciences, Manchester University, North Manchester, Indiana, United States, John J. DurocherDepartment of Biological Sciences and Integrative Physiology and Health Sciences Center, Purdue University Northwest, Hammond, Indiana, United States, and Naveen SharmaSchool of Health Sciences, Central Michigan University, Mount Pleasant, Michigan, United StatesPublished Online:15 Jun 2023https://doi.org/10.1152/advan.00037.2023This is the final version - click for previous versionMoreSectionsPDF (301 KB)Download PDF ToolsExport citationAdd to favoritesGet permissionsTrack citations ShareShare onFacebookTwitterLinkedInWeChat Workforce shortages, misinformation, and lack of trust in science and public health threaten to slow improvements in global health. Accordingly, the promotion of health-focused science outreach is needed more than ever to help cultivate a diverse health workforce and well-informed citizenry. Physiology provides the backbone for the understanding of health, disease, and medicine. Therefore, the physiology community has a critical role to play by enhancing public awareness of science and growing student interest in health-focused careers. The objectives of this editorial are to 1) encourage local and regional physiology outreach and 2) call upon physiologists and trainees to participate in at least one outreach activity each year.Historically, the American Physiological Society (APS) promoted outreach through Physiology Understanding (PhUn) Week (1). Specifically, the goals of PhUn Week (2) included increasing kindergarten through 12th grade (K–12) student interest and understanding of physiology in their lives, introducing students to physiology as a possible career, and involving more physiologists in science outreach with K–12 students and teachers in their communities. Between 2005 and 2016, PhUn Week activities engaged nearly 100,000 K–12 students (2). During this time, the number of events held and the number of physiologists and trainees participating steadily increased (2). Importantly, PhUn Week activities engaged underrepresented students including females (3–5), Blacks or African Americans (6), Hispanics or Latinx (4), American Indians or Alaskan Natives (7), Asian Americans (8), and individuals from rural and medically underserved communities (9). Additionally, PhUn Week provided valuable service-learning opportunities for physiologists and trainees (10, 11). Thus PhUn Week offered an excellent nationwide outreach model that benefited K–12 students and teachers as well as physiologists and trainees across the United States.In the past few years, PhUn Week participation has declined due to a lack of support from the APS, fewer resources available, and difficulty connecting with K–12 schools during the COVID-19 pandemic. However, other organizations have continued to promote national outreach events during this time. For example, The Physiological Society celebrates Physiology Friday (12), an annual 1-day fall event held in the United Kingdom, which calls on members to hold outreach activities to help showcase the amazing world of human and animal bodies. Similarly, the Biomechanics Initiative–National Biomechanics Day (13) takes place every spring across the world. The objectives of this global event are to teach students and teachers about biomechanics, create jobs in biomechanics, and improve societal understanding and appreciation for biomechanics. Since 2016, National Biomechanics Day has impacted over 32,000 high school students (14). Additionally, the American College of Sports Medicine promotes Exercise is Medicine on Campus month (15), which encourages physical activity promotion on campus as well as discussions with administrators and elected officials (e.g., university president, mayor, governor) to declare October as Exercise is Medicine on Campus month. It is noteworthy that these organizations promote their events without providing funding to local organizers and participants. With these examples in mind, it is important to consider strategies for reimagining and facilitating physiology outreach in the United States.Recently, the Michigan Physiological Society and the Indiana Physiological Society, officially sanctioned chapters under the APS, partnered to promote physiology outreach. Our two state chapters used their listserv, social media, and website platforms to call upon members to engage in outreach with K–12 schools and their communities. Outreach events took place in person at K–12 schools, a library, and a museum, as well as virtually through a community health town hall series broadcasted on Zoom, Facebook Live, radio, and television. Some of the activities delivered included the following: 1) building a stethoscope from plastic funnels, balloons, and rubber tubing to listen to a heartbeat; 2) tracing blood flow through the body using an interactive maze; 3) transferring an amount of liquid from one container to another in a timely manner to beat the clock and learn how much blood is pumped through the body each minute; 4) dissecting sheep hearts to learn about cardiovascular anatomy and physiology, 5) performing noninvasive vital sign assessments (e.g., blood pressure, heart rate, aortic wave reflection) and applied exercise physiology demonstrations with examples for each major energy system; 6) playing the game Jenga to make connections between health behaviors, chronic diseases, and community resilience (16); and 7) facilitating a community panel discussion about strategies to maintain mental health and well-being. The Michigan and Indiana Physiological Society outreach efforts impacted more than 600 individuals including K–12 students ranging from pre-K to 12th grade, family members, and community members. Additionally, 70 undergraduate and graduate students assisted with delivering these activities. Based on our experiences along with the long-term outreach goals (2) and APS Chapter objectives (17), we propose leveraging the 13 official APS Chapters to help promote and facilitate the continued success of physiology outreach activities.For physiologists and trainees, there are several options for delivering outreach activities to K–12 students and teachers. For example, it could be a physiology activity, game, demonstration, or laboratory tour using in-person, hybrid, or virtual formats. Indeed, through the APS website (18), there are five distinct collections of outreach materials (i.e., elementary school, middle school, high school, large events, publications) to help with activity development and implementation. Additional examples are available through the Life Science Teaching Resource Community (e.g., dress like a scientist, pulse check, bingo) (19, 20), The Physiological Society (e.g., circadian body clock, race to sleep, brain hat) (21), and NASA (e.g., train like an astronaut) (22) websites. Further, there are several activities published in Advances in Physiology Education describing cardiorespiratory function (4, 23), thermoregulation (24, 25), human locomotion (26), physical activity and exercise (4, 5), and diabetes (8). Other activities that are targeted at increasing awareness about human health for the public (e.g., podcast, blog or social media post, newspaper editorial, public lecture, science fair) are also excellent ways to reach a broader audience. Notably, several physiologists and trainees have contributed to the APS “I Spy Physiology Blog” (27), which helps nonscientists understand “what is physiology,” “where is physiology,” and “why does it matter to you” through current news, health articles, and peer-reviewed research studies.Munzenmaier (1) explained that participation in physiology outreach is not “as daunting as it seems” and that if all APS members take time to visit a classroom for example, then the “results would be momentous.” Some of the benefits for physiologists and trainees include opportunities to practice presentation skills and speak to different audiences. Participation in outreach also stimulates creativity and requires making connections between science, communication, and policy. For trainees, it can help facilitate confidence and a sense of belonging. We acknowledge that there are some barriers (28, 29) as scientists and trainees have reported that time constraints, lack of institutional support, and lack of training make it difficult to participate in outreach. To help overcome these potential barriers, the American Society for Cell Biology (30) has outlined a few basic steps for getting started with outreach. First, it is important to determine the outreach goals such as inspiring a new generation of scientists, reducing the attainment gap for underrepresented students, or increasing awareness about a key health issue. Second, it is important to identify the target audience which could be K–12 students, policy makers, or the public. Third, it is important to find a key partner (e.g., campus outreach office, K–12 school, library, museum) and develop a plan for implementation. Finally, it is important to secure resources such as activity lesson plans, promotional materials, and gather feedback afterward. For activities that are specific to K–12 outreach, there is a simple three-step guide available through the Life Science Teaching Resource Community website (31). Based on our experiences, participating in outreach is straightforward and well received by key partners, and most activities can be successfully implemented without funding. If financial support is required, funding could be obtained through a variety of mechanisms including but not limited to 1) direct support from departments, colleges, and/or universities; 2) donations through “giving day” platforms and crowdfunding sites; and 3) portions of grant or overhead funds. A team-based approach (9) where physiology faculty and trainees work together and target an existing event is a great way to get started (e.g., Physiology Friday, National Biomechanics Day, Exercise is Medicine on Campus Month). Accordingly, we encourage physiologists and trainees to set aside a few hours to participate in at least one outreach activity each year.To incentivize APS Chapters to engage in outreach, the APS recently introduced their chapter of the year award program, which recognizes the chapter that best fulfills the society’s mission to provide excellent service in promoting physiology research and education as well as outreach. Similarly, to incentivize physiologists and trainees to engage in outreach, APS Chapters could recognize participating campuses in their region similar to the way that Exercise is Medicine on Campus (15) does by honoring institutions for their engagement through a bronze, silver, or gold level recognition. It is also important to note that with the discontinuation of the Life Science Teaching Resource Community website, collection of physiology outreach activities could be added to APS Chapter websites, and also potentially as a new theme under the Center for Physiology Education page of the APS website. Finally, collaboration between the APS and APS Chapters is needed to offer clear guidelines for the evaluation and reporting of outcomes from outreach activities.Importantly, the physiology community has a scientific responsibility to communicate the impact of our work on society. Indeed, some funding agencies such as the National Science Foundation (32) require investigators to demonstrate that their work has “broader impacts” to benefit society and contribute to the achievement of desired societal outcomes. Moreover, we need to ensure that we have a pipeline of diverse individuals and ideas ready to solve current and future global health challenges. Looking back to when PhUn Week was started, Munzenmaier (1) explained it best as “The future of physiology really might depend on it.” We hope this editorial prompts APS Chapters to develop ways to promote physiology outreach in their regions and tasks physiologists and trainees to participate each year.GRANTSS. J. Elmer’s work was supported by the Michigan Health Endowment Fund. J. J. Durocher’s work was supported by an Indiana Health Issues and Challenges Grant.AUTHOR CONTRIBUTIONSS.J.E., C.R.G., J.J.D., and N.S. conceived and designed research; S.J.E. drafted manuscript; S.J.E., C.R.G., J.J.D., and N.S. edited and revised manuscript; S.J.E., C.R.G., J.J.D., and NS approved final version of manuscript.DISCLOSURESNo conflicts of interest, financial or otherwise, are declared by the authors.ACKNOWLEDGMENTSThe authors sincerely thank Margaret Stieben for providing feedback during the preparation of the manuscript. The authors also extend their appreciation to the American Physiological Society for their support of the Michigan Physiological Society and Indiana Physiological Society. The content is solely the responsibility of the authors and does not necessarily represent the official views of the Michigan Health Endowment Fund or Indiana Department of Health.REFERENCES1. Munzenmaier DH. Help protect the future of physiology. Adv Physiol Educ 30: 100–101, 2006. doi:10.1152/advan.00047.2006.Link | ISI | Google Scholar2. Stieben M, Halpin PA, Matyas ML. Developing a nationwide K-12 outreach model: Physiology Understanding (PhUn) Week 10 years later. Adv Physiol Educ 41: 357–362, 2017. doi:10.1152/advan.00005.2017. Link | ISI | Google Scholar3. Halpin PA. Performing international outreach: PhUn Week in an Australian primary school. Adv Physiol Educ 41: 25–28, 2017. doi:10.1152/advan.00153.2016. Link | ISI | Google Scholar4. Terson de Paleville DGL. Physiology Understanding (PhUn) Week in a public Spanish-immersion elementary school in Kentucky. Adv Physiol Educ 43: 288–292, 2019. doi:10.1152/advan.00042.2019. Link | ISI | Google Scholar5. Terson de Paleville D, Harman K, Richards E, Jaggers JR, King K. Physiology Understanding Week in a public middle school in Southern Indiana: exercise and health. Adv Physiol Educ 44: 254–261, 2020. doi:10.1152/advan.00198.2019. Link | ISI | Google Scholar6. Metz CJ, Downes S, Metz MJ. The in’s and out’s of science outreach: assessment of an engaging new program. Adv Physiol Educ 42: 487–492, 2018. doi:10.1152/advan.00085.2018. Link | ISI | Google Scholar7. Becker BK, Schiller AM, Zucker IH, Eager EA, Bronner LP, Godfrey M. A day of immersive physiology experiments increases knowledge and excitement towards physiology and scientific careers in Native American students. Adv Physiol Educ 41: 137–144, 2017. doi:10.1152/advan.00165.2016. Link | ISI | Google Scholar8. Zuercher JL, Gopalan C. Introducing physiology of diabetes to American Asian middle school and high school students. Adv Physiol Educ 44: 587–591, 2020. doi:10.1152/advan.00088.2020. Link | ISI | Google Scholar9. Hendrickson JL, Bye TK, Cockfield BA, Carter KR, Elmer SJ. Developing a science outreach program and promoting “PhUn” all year with rural K-12 students. Adv Physiol Educ 44: 212–216, 2020. doi:10.1152/advan.00196.2019. Link | ISI | Google Scholar10. Altermann C, Neves BS, Mello-Carpes PB. The inclusion of undergraduate students in physiology outreach activities improves their physiology learning and understanding skills. Adv Physiol Educ 40: 529–532, 2016. doi:10.1152/advan.00012.2016. Link | ISI | Google Scholar11. Merritt EK, Merritt BO. Educational outreach as a simple, yet effective, service learning opportunity for exercise science students. Adv Physiol Educ 41: 428–431, 2017. doi:10.1152/advan.00195.2016. Link | ISI | Google Scholar12. The Physiological Society. Physiology Friday (Online). https://www.physoc.org/professional-development/public-engagement/physiology-friday [2023 March 8].Google Scholar13. The Biomechanics Initiative. National Biomechanics Day (Online). https://thebiomechanicsinitiative.org [2023 March 8].Google Scholar14. Monfort SM, Bigelow KE, Vallabhajosula S, Evertz LQ, Becker JN, Wittstein MW, Gannon P, DeVita P. Quantifying national biomechanics day’s impact on student perceptions toward biomechanics: a multisite pilot study. J Biomech 131: 110907, 2022. doi:10.1016/j.jbiomech.2021.110907. Crossref | PubMed | ISI | Google Scholar15. Exercise is Medicine. EIM on Campus Bringing the EIM Mission to College and University Campuses Around the World! (Online). https://www.exerciseismedicine.org/eim-in-action/eim-on-campus [2023 March 8].Google Scholar16. Wehmanen KW, Cottet-Puinel FE, Hampton TC, Hamlin GT, Wedig IJ, Elmer SJ. The impact of health behaviors on community wellbeing and resilience: teaching K–12 students using Jenga! Adv Physiol Educ 47: 361–365, 2023. doi:10.1152/advan.00005.2023. Link | ISI | Google Scholar17. Hopper MK. Promoting the APS Chapter Program by sharing its history, best practices, and how-to guide for establishing new chapters. Adv Physiol Educ 41: 1–9, 2017. doi:10.1152/advan.00122.2016. Link | ISI | Google Scholar18. American Physiological Society. A Outreach Resources and Publications (Online). https://www.physiology.org/career/teaching-learning-resources/educator-resources/outreach-resources-and-publications?SSO=Y [2023 March 8].Google Scholar19. Life Science Teaching Resource Community. PhUn Week Blog (Online). https://blog.lifescitrc.org/phunweek/category/outreach [2023 March 8].Google Scholar20. Life Science Teaching Resource Community. Physiology Activities for the K-12 Classroom (Online). https://www.lifescitrc.org/resource.cfm?submissionID=4284 [2023 March 8].Google Scholar21. Physiological Society. Outreach Resources (Online). https://www.physoc.org/professional-development/public-engagement/outreach-resources [2023 March 8].Google Scholar22. NASA. Mission X: Train Like an Astronaut (Online). https://www.nasa.gov/tla [2023 March 8].Google Scholar23. Halpin PA, Sparrow JE, Cantagallo H. Assessment of a fourth-grade PhUn Week experiment on the cardiovascular system. Adv Physiol Educ 42: 329–333, 2018. doi:10.1152/advan.00190.2017. Link | ISI | Google Scholar24. Dean LG, Breslin A, Ross EZ. Is it hot in here? Thermoregulation and homeostasis through an exercise activity. Adv Physiol Educ 38: 99–100, 2014. doi:10.1152/advan.00101.2013. Link | ISI | Google Scholar25. Halpin PA, Fleury CH, Page C. Second graders and their teacher have PhUn learning about thermoregulation. Adv Physiol Educ 43: 159–163, 2019. doi:10.1152/advan.00207.2018. Link | ISI | Google Scholar26. Bye TK, Carter KR, Carrier DR, Elmer SJ. An outside the box activity to demonstrate how humans and animals turn. Adv Physiol Educ 43: 282–287, 2019. doi:10.1152/advan.00159.2018. Link | ISI | Google Scholar27. I Spy Physiology. I Spy Physiology Blog: Spotting Physiology in Everyday Life (Online). https://www.ispyphysiology.com [2023 March 8].Google Scholar28. Rouzer SK, Kalinowski LM, Kaseda ET. The importance of promoting scientific advocacy and outreach for trainees. Neuropsychopharmacology 48: 713–715, 2023. doi:10.1038/s41386-023-01530-6.Crossref | PubMed | ISI | Google Scholar29. Woitowich NC, Hunt GC, Muhammad LN, Garbarino J. Assessing motivations and barriers to science outreach within academic science research settings: a mixed-methods survey. Front Commun 7, 2022. doi:10.3389/fcomm.2022.907762.Crossref | Google Scholar30. American Society for Cell Biology. Effective Public Outreach (Online). https://www.ascb.org/science-policy-public-outreach/science-outreach/communication-toolkits/the-importance-and-practice-of-public-outreach [2023 March 8].Google Scholar31. Life Science Teaching Resource Community. Three Easy Steps to Participate in Physiology Understanding (PhUn) Week (Online). https://www.lifescitrc.org/resource.cfm?submissionID=10991 [2023 March 8].Google Scholar32. National Science Foundation. Broader Impacts (Online). https://beta.nsf.gov/funding/learn/broader-impacts [2023 March 8].Google ScholarAUTHOR NOTESCorrespondence: S. J. Elmer ([email protected]edu). Download PDF Back to Top Next FiguresReferencesRelatedInformation More from this issue > Volume 47Issue 3September 2023Pages 373-375 Crossmark Copyright & PermissionsCopyright © 2023 the American Physiological Society.https://doi.org/10.1152/advan.00037.2023PubMed37199737History Received 14 March 2023 Accepted 16 May 2023 Published online 15 June 2023 Published in print 1 September 2023 Metrics" @default.
• W4377011760 created "2023-05-19" @default.
• W4377011760 creator A5034258094 @default.
• W4377011760 creator A5051579756 @default.
• W4377011760 creator A5060786718 @default.
• W4377011760 creator A5070482853 @default.
• W4377011760 date "2023-09-01" @default.
• W4377011760 modified "2023-09-30" @default.
• W4377011760 title "Promoting outreach through physiology chapter collaboration" @default.
• W4377011760 cites W2043239391 @default.
• W4377011760 cites W2160737573 @default.
• W4377011760 cites W2555636084 @default.
• W4377011760 cites W2584180035 @default.
• W4377011760 cites W2584919696 @default.
• W4377011760 cites W2587658304 @default.
• W4377011760 cites W2724761166 @default.
• W4377011760 cites W2726605376 @default.
• W4377011760 cites W2799850907 @default.
• W4377011760 cites W2883621207 @default.
• W4377011760 cites W2930822522 @default.
• W4377011760 cites W2953791130 @default.
• W4377011760 cites W2954057666 @default.
• W4377011760 cites W3016225850 @default.
• W4377011760 cites W3025764340 @default.
• W4377011760 cites W3090737301 @default.
• W4377011760 cites W4200251397 @default.
• W4377011760 cites W4293168692 @default.
• W4377011760 cites W4315645460 @default.
• W4377011760 cites W4362657511 @default.
• W4377011760 doi "https://doi.org/10.1152/advan.00037.2023" @default.
• W4377011760 hasPubMedId "https://pubmed.ncbi.nlm.nih.gov/37199737" @default.
• W4377011760 hasPublicationYear "2023" @default.
• W4377011760 type Work @default.
• W4377011760 citedByCount "2" @default.
• W4377011760 countsByYear W43770117602023 @default.
• W4377011760 crossrefType "journal-article" @default.
• W4377011760 hasAuthorship W4377011760A5034258094 @default.
• W4377011760 hasAuthorship W4377011760A5051579756 @default.
• W4377011760 hasAuthorship W4377011760A5060786718 @default.
• W4377011760 hasAuthorship W4377011760A5070482853 @default.
• W4377011760 hasBestOaLocation W43770117601 @default.
• W4377011760 hasConcept C145420912 @default.
• W4377011760 hasConcept C15744967 @default.
• W4377011760 hasConcept C17744445 @default.
• W4377011760 hasConcept C199539241 @default.
• W4377011760 hasConcept C2781400479 @default.
• W4377011760 hasConcept C42407357 @default.
• W4377011760 hasConcept C509550671 @default.
• W4377011760 hasConcept C71924100 @default.
• W4377011760 hasConceptScore W4377011760C145420912 @default.
• W4377011760 hasConceptScore W4377011760C15744967 @default.
• W4377011760 hasConceptScore W4377011760C17744445 @default.
• W4377011760 hasConceptScore W4377011760C199539241 @default.
• W4377011760 hasConceptScore W4377011760C2781400479 @default.
• W4377011760 hasConceptScore W4377011760C42407357 @default.
• W4377011760 hasConceptScore W4377011760C509550671 @default.
• W4377011760 hasConceptScore W4377011760C71924100 @default.
• W4377011760 hasFunder F4320309410 @default.
• W4377011760 hasFunder F4320313038 @default.
• W4377011760 hasIssue "3" @default.
• W4377011760 hasLocation W43770117601 @default.
• W4377011760 hasLocation W43770117602 @default.
• W4377011760 hasOpenAccess W4377011760 @default.
• W4377011760 hasPrimaryLocation W43770117601 @default.
• W4377011760 hasRelatedWork W1867603624 @default.
• W4377011760 hasRelatedWork W1988258109 @default.
• W4377011760 hasRelatedWork W2024209643 @default.
• W4377011760 hasRelatedWork W2160396648 @default.
• W4377011760 hasRelatedWork W2163711365 @default.
• W4377011760 hasRelatedWork W2748952813 @default.
• W4377011760 hasRelatedWork W2899084033 @default.
• W4377011760 hasRelatedWork W827380715 @default.
• W4377011760 hasRelatedWork W859014192 @default.
• W4377011760 hasRelatedWork W2188041976 @default.
• W4377011760 hasVolume "47" @default.
• W4377011760 isParatext "false" @default.
• W4377011760 isRetracted "false" @default.
• W4377011760 workType "article" @default.