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October 2004 Published by The American Physiological Society Integrating the Life Sciences from Molecule to Organism The PhysiologistPhysiologist Arthur C. Guyton Physiology Educator of the Year Robert Carroll INSIDE “Those of us that dabble in “success” in their training science, we don’t have or studies. Council Meets beards.” The important con- in Bethesda Arthur C. Guyton, nection between expecta- January 1981. tions and achievement was p. 367 not always a cornerstone of I am excited for many my approach to learning reasons to be selected the and teaching. Interestingly, 2004-2005 Porter 2004 Arthur C. Guyton the time and impetus to Physiology Physiology Educator of the reflect on my training pro- Fellows year. First, it reflects the vided by this award led me excellent mentorship and to recognize that some of Announced guidance I received during my most important educa- p. 379 my training from David F. tional lessons occurred in Opdyke and Walter N. Robert Carroll practice, rather than by Duran while a graduate overt “teaching.” My first Society Celebrates student at UMDNJ-Newark, and understanding of the relationship 100+ Years of Thomas E. Lohmeier and Arthur C. between expectations and learning was Guyton while a postdoc at the provided by mentors who set high Historical University of Mississippi. In addition, expectations and communicated them Physiological my friends and colleagues in the educa- clearly. Allow me to expand on two inci- Research with Its tion communities of the APS and the dents that shaped my educational IUPS continue to develop my aware- approach. “Classic Articles ness and appreciation of education. Series” Thank you all. Learning the Lesson #1 While a second-year graduate stu- p. 381 Setting Expectations to Enhance dent I was asked to develop a cate- Learning cholamine assay for Dr. Opdyke. Even Publishers Setting clear expectations enhances in pre-Medline 1977, conducting the lit- learning. This is not merely a hypothe- erature search was a straight-forward Question Access sis but, rather, a proven educational task and I completed it quickly. Plan maxim. As curricula and curricular Unfortunately, I never found time to do goals increase in complexity and num- the preliminary lab work that was p. 383 ber, making sure that the learner has a needed. During my third “update” meet- firm idea of the material she/he is ing, Dr. Opdyke noted the lack of APS Committee expected to master is essential. The progress with the terse statement, “If need for clear communication becomes you can’t complete the project, other Reports even more critical as we achieve our arrangements will have to be made.” p. 386 goal of diversifying the biomedical (David F. Opdyke, April 1977). research community, to assure that stu- The fact that I had other demands on dents from diverse racial/ethnic groups, my time was an explanation, but it did- IUPS Congress nationalities, and even regions of the n’t change the fact that Dr. Opdyke Program US clearly understand what constitutes (continued on page 365) p. 416 Volume 47, No. 5 - October 2004 www.the-aps.org 363 Published bimonthly and distributed by The American Physiological TheThe Society 9650 Rockville Pike PhysiologistPhysiologist Bethesda, Maryland 20814-3991 ISSN 0031-9376 D. Neil Granger President John A. Williams Contents Past President Douglas C. Eaton President-Elect Martin Frank Arthur C. Guyton Physiology Public Affairs Editor and Executive Director Educator of the Year House Approves NIH Funding; Councillors Robert Carroll 363 “De-funds” Two NIMH Grants 382 Carole M. Liedtke, Thomas E. Lohmeier, Virginia M. Miller, NIH Requests Comments on Helen E. Raybould, Jeff M. Sands, APS News Access Panel 382 Charles M. Tipton, Irving H. Zucker Council Meets in Bethesda 367 Publishers Question Access Plan 383 Granger Thanks APS Staff 369 FASEB Article Chronicles Ex Officio Susan Barman, Dale Benos, Editors Hold Successful Lung Surfactant Story 384 Robert G. Carroll, Meeting Despite APS/AAAS Mass Media Science Curt D. Sigmund, Peter D. Wagner Hurricane Invasion 369 and Engineering Fellow Introducing Virendra Recounts Experience 384 Publications Committee: Mahesh 370 Chairman: Dale J. Benos; Members: Penelope A. Hansen, Introducing David Gutterman 371 APS Committee Reports 386 Mark A. Knepper, Hershel Raff, D. Introducing James Hicks 372 Eugene Rannels. Director of Publications: Margaret Reich. IUPS Congress Program 416 Design and Copy Editor: Joelle R. Chapter News Grossnickle. Nebraska Physiological Society APS Awards 426 Subscriptions: Distributed to members as part of their member- Holds Annual Meeting 374 ship. Nonmembers in the USA: Iowa Physiological Society Positions Available 434 individuals $60.00; institutions $90.00. Nonmembers in Canada Holds Annual Meeting 375 and Mexico: individuals $65.00; Senior Physiologists’ News 440 institutions $95.00. Nonmembers elsewhere: individuals $70.00; Membership institutions $100.00. Single copies New Regular Members 376 People & Places 441 and back issues when available, $20.00 each; single copies and back New Affiliate Members 376 issues of Abstracts issues when New Student Members 377 Books Received 442 available, $30.00. Subscribers to The Physiologist also receive abstracts of the Conferences of the Education Announcements American Physiological Society. Teachers Attend APS 15th Annual Neurology for the The American Physiological Society assumes no responsibility for the Science Teaching Forum 378 Primary Practitioner 442 statements and opinions advanced 2004-2005 Porter Physiology Robert Bosch Foundation Seeks by contributors to The Physiologist. Fellows Announced 379 Fellowship Applicants 443 Deadline for submission of materi- al for publication: Jan. 10, February APS & Physiology Department 21st Annual Computed Body issue; March 10, April issue; May at Mississippi Sponsor Tomography 2005: The Cutting 10, June issue; July 10, August issue; Sept. 10, October issue; Nov. Undergraduate Symposium 380 Edge 443 10, December issue. Fogarty International Center/ Please notify the APS Member- Publications Ellison Medical Foundation ship Department as soon as pos- sible if you change your address Society Celebrates 100+ Years Awards 443 or telephone number. of Historical Physiological Headquarters phone: 301-634-7118 Research with Its “Classic Scientific Meetings Fax: 301-634-7241 Email: [email protected] Articles Series” 381 and Congresses 444 http://www.the-aps.org Printed in the USA 364 The Physiologist Guyton Teacher of the Year Vol. 47, No. 5, 2004 (continued from page 363) was the Medical Physiology Learning Whether they agree with it or not, needed the results, and I was respon- Objectives project. The idea resulted experienced teachers accept the reali- sible for producing them. My explana- from a discussion with Gabby Navar ty that testing drives learning. tion did not excuse my lack of per- (Tulane) in 1997, and took shape over Management books deal with a simi- formance. With renewed motivation, I the next three years. This joint project lar theme—assessment determines completed the necessary work over of the APS and the Association of behavior. Most teachers can confirm the next month. This encounter led me Chairs of Departments of Physiology that the most common question asked to select Dr. Opdyke as my disserta- (ACDP) provides a detailed descrip- in a lecture setting is, “Is this on the tion advisor, and began an association tion of the physiology concepts that test?” The objectives need to be pro- that grew into a friendship. I did not should be mastered by students while vided to new members of the USMLE realize it at the time, but I felt com- completing their pre-clinical training. physiology item writing committee. If fortable with the clear (and sometimes More than 50 physiologists were item writers use the objectives to pointed) communication of expecta- involved in constructing the objec- guide their content expectations, tions that he provided. I knew what I tives, which were then evaluated at 31 much of the mystery and confusion had done correctly…and what I had different medical schools. surrounding the examination content not accomplished yet. The compiled objectives, available can be diminished. There should be a through the APS website (http://www. clear link between what is taught as Learning the lesson #2 the-aps.org/education/MedPhysObj/ medical physiology and what is tested I arrived in Jackson, Mississippi in medcor.htm), provide a useful guide on the USMLE as medical physiology. June of 1981 with all of the pride of a for both new and experienced faculty. The objectives can be used to establish newly minted PhD. I used the New faculty gain insight into the bal- this link. Again, clearly identifying Christmas break to grow a beard. In ance between depth and breadth of and communicating your expecta- early January, I was in the depart- coverage when organizing their teach- tions, and incorporating those expec- mental office when Dr. Guyton came ing. Experienced teachers find the tations into the assessment of learn- in and, after appreciating my new objectives to be a valuable reinforce- ing, will allow more effective direction facial hair, said in a clear voice, “I see ment of their teaching decisions, and a of student learning. you are finally becoming a scientist.” I rare opportunity to see what topics are was fairly sure I was not going to like emphasized at other institutions. Professional Skills for the conversation, but I eloquently The objectives have proven useful Physiologists and Trainees responded, “Yes?” Dr. Guyton turned for physiologists participating in cur- The second project focuses on grad- to the few people in the departmental riculum “renewal.” Medical schools uate training in physiology. Our expec- office and announced, “You can tell appropriately seek to improve the tation of graduate students is sharply when a young man becomes a scien- educational experience and the quali- different from medical students, but tist. He grows a beard. Those of us ty of their graduates. The pre-clinical faculty often have difficulty in who just dabble in science—we don’t years are often charged with simulta- expressing that difference.
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