J A Michael

Summary

Affiliation: Rush University Medical Center
Country: USA

Publications

  1. ncbi request reprint Mental models and meaningful learning
    Joel A Michael
    Department of Physiology, Rush Medical College, 1750 W Harrison St, Chicago, IL 60612, USA
    J Vet Med Educ 31:1-5. 2004
  2. ncbi request reprint Undergraduate students' misconceptions about respiratory physiology
    J A Michael
    Department of Molecular Biophysics and Physiology, Rush Medical College, Chicago, Illinois 60612, USA
    Am J Physiol 277:S127-35. 1999
  3. ncbi request reprint What makes physiology hard for students to learn? Results of a faculty survey
    Joel Michael
    Department of Molecular Biophysics and Physiology, Rush Medical College, Chicago, Illinois 60612, USA
    Adv Physiol Educ 31:34-40. 2007
  4. ncbi request reprint Where's the evidence that active learning works?
    Joel Michael
    Department of Molecular Biophysics and Physiology, Rush Medical College, Chicago, Illinois 60612, USA
    Adv Physiol Educ 30:159-67. 2006
  5. doi request reprint The second Conceptual Assessment in the Biological Sciences workshop
    Joel Michael
    Department of Molecular Biophysics and Physiology, Rush Medical College, Chicago, Illinois 60612, USA
    Adv Physiol Educ 32:248-51. 2008
  6. doi request reprint The "core principles" of physiology: what should students understand?
    Joel Michael
    Department of Molecular Biophysics and Physiology, Rush Medical College, 1750 W Harrison Street, Chicago, IL 60612, USA
    Adv Physiol Educ 33:10-6. 2009
  7. ncbi request reprint Undergraduates' understanding of cardiovascular phenomena
    Joel A Michael
    Department of Molecular Biophysics and Physiology, Rush Medical College, Chicago, Illinois 60612, USA
    Adv Physiol Educ 26:72-84. 2002
  8. ncbi request reprint Misconceptions--what students think they know
    Joel Michael
    Department of Physiology, Rush Medical College, Chicago, Illinois 60612, USA
    Adv Physiol Educ 26:5-6. 2002
  9. ncbi request reprint The Claude Bernard Distinguished Lecture. In pursuit of meaningful learning
    J Michael
    Department of Molecular Biophysics and Physiology, Rush Medical College, Chicago, Illinois 60612, USA
    Adv Physiol Educ 25:145-58. 2001
  10. ncbi request reprint Conceptual assessment in the biological sciences: a National Science Foundation-sponsored workshop
    Joel Michael
    Department of Molecular Biophysics and Physiology, Rush Medical College, Chicago, Illinois 60612, USA
    Adv Physiol Educ 31:389-91. 2007

Detail Information

Publications13

  1. ncbi request reprint Mental models and meaningful learning
    Joel A Michael
    Department of Physiology, Rush Medical College, 1750 W Harrison St, Chicago, IL 60612, USA
    J Vet Med Educ 31:1-5. 2004
    ..If the goal of the course is the achievement of meaningful learning, it is essential that the students then be assessed to determined whether they have reached that goal...
  2. ncbi request reprint Undergraduate students' misconceptions about respiratory physiology
    J A Michael
    Department of Molecular Biophysics and Physiology, Rush Medical College, Chicago, Illinois 60612, USA
    Am J Physiol 277:S127-35. 1999
    ..Nearly 33% of the population misunderstood the relationship between metabolism and ventilation. The possible origins of these respiratory misconceptions are discussed and suggestions for how to prevent and/or remediate them are proposed...
  3. ncbi request reprint What makes physiology hard for students to learn? Results of a faculty survey
    Joel Michael
    Department of Molecular Biophysics and Physiology, Rush Medical College, Chicago, Illinois 60612, USA
    Adv Physiol Educ 31:34-40. 2007
    ..Recommendations are offered in this article to help students deal with the sources of difficulty that were identified...
  4. ncbi request reprint Where's the evidence that active learning works?
    Joel Michael
    Department of Molecular Biophysics and Physiology, Rush Medical College, Chicago, Illinois 60612, USA
    Adv Physiol Educ 30:159-67. 2006
    ..These data are reviewed, and their applicability to physiology education is discussed. Some of the inherent limitations of research about teaching and learning are also discussed...
  5. doi request reprint The second Conceptual Assessment in the Biological Sciences workshop
    Joel Michael
    Department of Molecular Biophysics and Physiology, Rush Medical College, Chicago, Illinois 60612, USA
    Adv Physiol Educ 32:248-51. 2008
    ..A third meeting is being planned that will focus on the processes involved in writing and validating conceptual assessment instruments...
  6. doi request reprint The "core principles" of physiology: what should students understand?
    Joel Michael
    Department of Molecular Biophysics and Physiology, Rush Medical College, 1750 W Harrison Street, Chicago, IL 60612, USA
    Adv Physiol Educ 33:10-6. 2009
    ..This list of "core principles" also offers a starting point for developing an assessment instrument to be used in determining if students have mastered the important unifying ideas of physiology...
  7. ncbi request reprint Undergraduates' understanding of cardiovascular phenomena
    Joel A Michael
    Department of Molecular Biophysics and Physiology, Rush Medical College, Chicago, Illinois 60612, USA
    Adv Physiol Educ 26:72-84. 2002
    ..One possible source of some misconceptions is the students' inability to apply simple general models to specific cardiovascular phenomena. Some implications of these results for teachers of physiology are discussed...
  8. ncbi request reprint Misconceptions--what students think they know
    Joel Michael
    Department of Physiology, Rush Medical College, Chicago, Illinois 60612, USA
    Adv Physiol Educ 26:5-6. 2002
  9. ncbi request reprint The Claude Bernard Distinguished Lecture. In pursuit of meaningful learning
    J Michael
    Department of Molecular Biophysics and Physiology, Rush Medical College, Chicago, Illinois 60612, USA
    Adv Physiol Educ 25:145-58. 2001
    ..The topics for these workshops have included computer-based education, active learning, problem-based learning, and the use of general models in teaching physiology...
  10. ncbi request reprint Conceptual assessment in the biological sciences: a National Science Foundation-sponsored workshop
    Joel Michael
    Department of Molecular Biophysics and Physiology, Rush Medical College, Chicago, Illinois 60612, USA
    Adv Physiol Educ 31:389-91. 2007
    ..Input from the physiology education community is essential in the process of developing conceptual assessments for physiology...
  11. doi request reprint The core principles ("big ideas") of physiology: results of faculty surveys
    Joel Michael
    Department of Molecular Biophysics and Physiology, Rush Medical College, Chicago, Illinois 60612, USA
    Adv Physiol Educ 35:336-41. 2011
    ..We will be using the responses to our surveys as we begin the development of a conceptual assessment of physiology instrument (i.e., a concept inventory)...
  12. ncbi request reprint How accurate are our assumptions about our students' background knowledge?
    A A Rovick
    Department of Molecular Biophysics and Physiology, Rush Medical College, Chicago, Illinois 60612, USA
    Am J Physiol 276:S93-101. 1999
    ..Hence, the validity of decisions that instructors make, predicated on the basis of their students having the prerequisite knowledge that they expect, is open to question...
  13. ncbi request reprint Enhancing active learning in the student laboratory
    Harold I Modell
    Physiology Educational Research Consortium, Seattle, WA 98115, USA
    Adv Physiol Educ 28:107-11. 2004
    ..Although these results may reflect multiple factors impacting learning in the student laboratory, we believe that a major factor is a mismatch between students' approaches to learning and the intended learning outcomes of the experience...