gms | German Medical Science

Introduction: Laboratory classes traditionally form a central part of physiological curricula, as they support visualizing the partially complex and abstract concepts. The applied experiments should fulfil some general requirements, e.g. be performable by the students without training or excessive technical support and provide physiological relevant, quantifiable parameters. In classic subject-centred curricula, these requirements are met by decades of technical and didactic evolution. The experiments often are derived from classic experimental physiological techniques. Modern curricula, however, are disease-centred and integrate basic science with clinical perspectives. This requires greater incorporation of clinical considerations, making the design of lab classes in physiology much more challenging. For instance, the employed devices should also be commonly used in hospitals and provide diagnostically relevant parameters. These aspects, however, often contrast the characteristics of classic physiological experimental setups subsequently impeding the translation of basic physiology into clinical knowledge.

Vascular physiology and vascular medicine of the lower limbs are highly relevant for medical students due to the high prevalence of diseases affecting the vascular system. Currently, no lab class is available which complies with the described combined physiological and clinical requirements.

Aims: Here, we aim to bridge the translational gap between vascular physiology and vascular medicine. We describe a lab activity integrating physiology of leg perfusion with vascular medicine. Moreover, we report on student’s learning success and satisfaction.

Methods: In a cooperation of the departments of physiology and vascular surgery, the curriculum of a vascular module with focus on the (patho-)physiology of lower limb vessels (2^nd/3^rd year of the integrated medical curriculum iMED) was revised: Learning objectives were redefined and the corresponding content was distributed over lectures, seminars, bedside teachings and the new designed lab course. For the lab course, several different diagnostic approaches were evaluated for best alignment with the physiological and clinical requirements.

Results: We implemented oscillography and impedance venous occlusion plethysmography to experimentally evaluate key aspects of the arterial and venous vascular system: arterial pulse waves, regional differences in systolic blood pressure, reactive hyperemia, venous capacity and venous outflow. All experiments were well feasible and provided robust, high-quality qantitative data, which corresponded well with the textbooks. The accompanying evaluation indicated high student’s satisfaction and learning success.

Discussion: The presented lab class integrates vascular physiology with vascular medicine and thus resolves a translational gap. This interdisciplinary approach crosslinked the disciplines within the faculty and was positively perceived by students.