#Best online lectures for human physiology

[turningbrain]

Best online physiology lectures for MBBS lectures NEET PG

Get ready to access the best online physiology lectures for MBBS lectures NEET PG exam takers, led by the renowned Dr. Preeti Tyagi. These lectures are hosted on the "Turning Brain Lectures" YouTube channel. With Dr. Tyagi's expertise and the channel's easy-to-follow style, you'll grasp complex medical concepts effortlessly, making it ideal for both your medical studies and exam preparation. Don't miss out on this fantastic resource to boost your understanding and ace your exams! For more visit us on: www.turningbrain.in

[drpreetityagilecturers]

Top Mobile App for Physiology Video Lectures by Dr. Preeti Tyagi

In the world of medical education, having good resources is super important for students to do well in their studies. One really helpful resource is The Turning Brain Mobile App. It's an app that has videos explaining human body stuff like how it works and its structure. Dr. Preeti Tyagi runs this app, which is famous for being the Best Physiology Lectures in India.

Meet Dr. Preeti Tyagi:

Dr Preeti Tyagi is Best online physiology lectures for MBBS / NEET PG. She is the 6th Rank holder in CPMT during the MBBS entrance exam. She has an MBBS and MD degree from the prestigious Institute of India (Institute of Medical Sciences, Banaras Hindu University). She is working as an Associate professor of physiology at a premier institute in India (Vardhman Mahavir Medical College and Safdarjung Hospital, New Delhi).

Dr. Tyagi brings a wealth of experience and knowledge to her role. Her commitment to education extends beyond the confines of the classroom, as she endeavors to make quality medical education accessible to students across the country.

The Turning Brain App:

Dr. Preeti Tyagi's mission of revolutionizing medical education is the Turning Brain Mobile App. The app provides comprehensive coverage of the subject matter, from general physiology to specialized topics such as cardiovascular physiology and the nervous system.

Students can access Dr. Tyagi's insightful lectures not only through the Turning Brain App but also via her dedicated Best YouTube channel for MBBS 1st year physiology, aptly named "Dr. Preeti Tyagi Lectures." Here, students benefit from exam-oriented lectures and invaluable exam tips, making their academic journey smoother and more fulfilling.

Features of your Own Mobile App:

You can upload unlimited video lectures/ video content

You can decide the price for your video content (paid subscriptions)

Create more than 1 subscription plan

Take subscription fee from your audience in the way you want directly in your account/UPI

All subscription fees will go into your account/paytm directly, the company will not make any deductions from your subscriptions (all money will be yours)

You can add more than 1 subject/category to your video content

Unlimited Online Exam Practice Sessions as MCQ tests for your subscribers

Secure content on the App (no screenshot/screen recording allowed by subscribers)

Live reporting of your account

Dynamic Dashboard

Recognition and Achievements:

Dr. Preeti Tyagi's dedication to advancing medical education has garnered widespread acclaim, as evidenced by the staggering success of her YouTube channel. Boasting over 2 lakh subscribers, her channel has earned the coveted Silver Button, a testament to the impact of her teachings on aspiring medical professionals.

Conclusion

The Turning Brain Mobile App is a beacon of innovation in medical education, offering students unparalleled access to expertly crafted video lectures by Dr. Preeti Tyagi. The app's user-friendly interface, comprehensive content, and affordability catalyze academic success, empowering the next generation of medical professionals to realize their full potential.

[academiawho]

Hi!! wow okayy I really want to get some neet guidance from you. I'm in 11th right now will be giving neet in 2025. The field that I'm choosing later on is Veterinary.

so uh I've had some 720 marks test, and I have only scored like in the range of 390-400/720 (ik these are really the worst marks) and after the paper I get my mistakes reviewed from my teachers but again in the next exam my score is the same or just a couple marks above or below.

Now I really want to keep a consistent score, and I want to have that burning passion (which I don't) and stubbornness to study which I don't )

Can you give some guidance on how you studied in 11th and did you face issues like this? btw, my zoology professor once was just having a deep conversation over this scores and all, and he said that not all the time you might score what you wanted to score, there will be times when you'll fall back the stairs. But you can slowly climb back on them. It's exactly like the quote success doesn't happen overnight. It takes time and patience.

Uh anyways, you can ignore all of that. I just wanted to ask you how you used to manage your studies and the entire day and how did you prep for it during 11th?

Thank you in advance! <3

Hey, thank you for trusting me with this information, and thank you for waiting for *checks watch* *sees that eons have passed by till I answered* such a short time

I'm not aware of the depth of your passion for Veterinary Sciences, but I believe that it wouldn't hurt to keep options open.

The Round One cutoff for All India Counselling this year saw BVSc close at AIR 1,13,272 in case you wanted that information.

As for the mock tests, the marks, while not being downright horrible, aren't quite fully descent either. But what was the test syllabus, you failed to mention... Starting out at that score is but a stepping stone and you can progress from that with the right motivation.

I think more than a consistent score, one at your stage in preparation should focus on consistent concept-learning. Keep practising concepts, chapters, cover your NCERT thoroughly and keep writing tests at regular intervals after you feel like you've completed a particular portion of the syllabus that you can be tested on.

When I was in 11th, covid had just hit and I had just changed education boards and schools so it was all new to me. I wasn't aware of the importance of NCERT, especially for biology so I roughed it through 11th. But in 12th and my first gap year, it really sunk in and I marked up my NCERT, attended my online lectures and made sure I was clarifying concepts which I was poor in.

My advice for zoology is: NCERT is the best source of information you will find, but its format is often confusing. If your coaching offers any mindmaps of NCERT, I suggest you use those to revise. But each and every line of NCERT is important (for human physiology ESPECIALLY) so find a way to keep reading it. However casually you can read it, how many ever times you can set eyes on it, how many ever questions you can make out of the lines.... It's all on how you utilise the material provided to you.

(and maybe, start out with small, non-720 marks tests first, like little unit tests, quizzes or polls first)

Hope you have a nice day, wishing you a rise in your marks graph. If you need any more advice or talks about neet or anything else, I'm always here to lend a ear💛

[gillianthecat]

In which I ramble on in public in an attempt to make some decisions about the future:

I'm registering for classes for next semester. The only ones available for two out of the three classes I want are in person classes, which I think will be good for me? (Covid worries aside—they do require vaccine proof and masks indoors, which is the best that can be expected.) Structure is good for me, being around other human beings is good for me, in person lectures are probably better for me. But. The commute is likely to be an hour each way, whether driving or on public transit, given that the first classes start around 10 am so I will be part of the commuting rush hour. Which, theoretically fine, I could do reading on the bus or train. But. I am so bad at getting out of the house y'all. I am late to everything. And I'm really scared that this is setting me up to be late all the time which is going to make it even harder to stay motivated.

I could always try to do classes at another school. I choose this one while everything was remote so the distance didn't matter. But. This is probably the best option academically speaking. And I'm just attached to it at this point, for a variety of reasons.

There are schedules available where two out of the three days I wouldn't have to be there until 1 pm. Probably that is the safest option. There is always a tension between what would theoretically be good for me—get classes over with earlier so I can have the rest of the day!—and what is realistically doable for me. Which is often hard to predict. But I think in this case two days with less pressure in the morning would be best for me.

The other question is which of the many stats classes available should I take? Chem and physiology are easy, only two or three options each. But stats—even when I eliminate the ones on other campuses or that start at 8:30 in the morning, there are way too many choices. Do i want an evening class? It's a longer day but I do avoid the worst of the evening commute home. Do I squish everything together to end it all at 4 pm? Which sounds nice, but I'm either commuting home with the whole world or staying in the city anyway. Although I could stick around for a dance class instead. And finally get back to that. Hmm.

Or I could do an online class. Which... I do think being in in-person classes is better for me sustaining focus for the whole semester, but perhaps the momentum from the other two will carry me through and I don't need that for stats? And then there are some 12 week options that don't start until partway through the semester. Which could be good, give me a little more time to adjust before adding on another responsibility and maybe give me that little jolt of something new that helps my ADHD brain stay engaged. But it does also mean a bigger workload for those last weeks, which is when the other two classes will be harder. I think my instinct is to go with the full semester length class, and spread out the workload. If I knew more about the professors I would probably make decisions based on that, but ratemyprofessersdotcom isn't that helpful.

So. I have made at least two decisions. Start Tues/Thurs at 1 pm, and don't do the shortened stats class. Writing this out was useful after all. I still have lots of anxiety about making it through the whole semester, but at the moment all I need to do is register.

[1990senthil]

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[jezreellucas]

What is it like to be a Paulinian Psychology student?

Psychology is a fascinating field containing a plethora of job opportunities. Life has been very insightful as a student of psychology. I used to be a vague headed human being who had so many questions.

Hi, I’m Jezreel and I’m a third-year student. I’m going to share with you a typical day on my course, BS Psychology in St. Paul University Philippines.

So, a day in the life of a psychology student usually includes an early start. Often, I have early classes (usually starts at 7:30am), but luckily, we’re all done with the discussions in our first period in the morning. Therefore, I don’t have to wake up at 5am to get ready!

My day typically starts in the early hours, because my boarding house, on which I currently reside in, is 6.3km away from SPUP.

Yes, I am always late in class.

When we do have early starts, coffee is a MUST! I cannot start my day without coffee.

I desperately need my coffee in the morning. I feel half-dead without coffee. Not sure what’s to blame - low blood pressure or a psychological addiction, but I simply have no energy and will to function without coffee.

My coffee must be dark and bitter. No milk, no cream, no syrups and thing like that - just a cup of plain black coffee. Okay, not one cup. More like 5 per day. Or six. I can try something like mochaccino, or latte, or lavender cappuccino once for a while, but I really like my coffee strong and PLAIN BLACK.

In psychology we do have a lot of lectures but we also have at least 2 lab session every week, so depending on the day, I will also head over to this.

Lab sessions are because, as you’d expect, psychology involves a lot of statistics and physiology stuff. I actually find physiology really fulfilling when I’m able to actually understand some quite complicated stuff.

A day in the life of a psychology student also includes making friends with the library, as referencing is an important part of any assignment that I do (not really, lol). But I do like reading books.

Even though most journals and books can be read online, if you’re like me and need to have a physical book in your hand to read, then the library is the best place to go.

After classes and self-study time in the library, I like to go for food and drinks with some classmates or friends that I have made outside of my course

With psychology being such a comprehensive subject, a habit of reading really help quite a lot. I like to read, and it is a necessity when assignments need to be written, however if I’m struggling to understand something, I also enjoy watching YouTube videos or look for other interactive ways of improving my knowledge, and this can easily be done towards the end of day just on my phone.

After a full day of enervating classes, I really love to get back to my boarding house and settle down for the night (unless it’s a Saturday, as that’s student night!). I usually make myself a cup of coffee (priorities) and a hot meal. Most of the time my board mates are in the lobby, so it’s really nice to come home and talk about my day with my friends. Studying Psychology in St. Paul University Philippines is really great for making friends, and seeing my friends help me keep a good balance between study and some down time

Studying psychology has given me clarity, I have a much better idea of who we all are as human beings now. And I believe that clarity is power, be it whatever pursuit you're into. You'll be able to gain knowledge, applicable knowledge which actually works! For me, the future is in the hands of psychologists.

Of course, there will be people to discourage you for choosing to study this subject but be happy that you know better than them. There will also be annoying people you meet who challenge you to read their minds, well you can! Tell them that they are uninformed. Reading complete.

As a student of psychology, you'll be able to empathize with fellow human beings, see things from their perspective and possibly help them lead better lives. You will personally have a better social life, will know how to optimize learning and have a well-rounded life.

[0-marx-0]

What I’ve learned during my first year of college so far:

These are just some things that work for /me/, they’re not for everyone, but feel free to try them

Meal Plan (As a commuter):

Don’t jump for a plan with over 7 cafeteria swipes a week + whatever meal $’s. My roommate got one similar for $1000 (10 swipes a week, $300 meal dollars per semester) and ended up using maybe 4 swipes a week and spent all her $’s on food places on campus within the first month or two.

Your classes are most likely not going to be far enough apart that you’re going to eat x2 a day and /not/ get tired of the school cafeteria food. You’re also not going to be going to classes on weekends, so you really don’t need a lot of swipes per week.

My plan was $200 cheaper and I get 1 meal swipe + $9 every weekday to use on anything— so I usually get a coffee at our school’s Starbucks before class and get food from the school cafeteria after all my classes are done with. Or if I’m not in the mood for coffee, I’ll get something to-go after class from the subway or Japanese place to take home. I’ve even used the $9 to buy school supplies or masks (because I always forgot mine).

Going To Classes: I’m not gonna lie, I didn’t attend most of my classes first semester— BUT, I still got A’s and B’s. I have ADHD so it was just really hard to focus on lectures at 9am and I felt like I was being a distraction or rude if I had an earbud popped in one ear listening to music, since that actually helped me focus. I only skipped classes where the teacher would record the lecture online, or posted their slides, and ones where attendance wasn’t required— which you can find if it is in the syllabus or by messaging your professor. I would use class time to finish more work than I’d be able to in class, especially since 2 of my teachers my first semester straight up told us that what they’re talking about in the lecture won’t matter for the test.

Make a small list of what the syllabus says for each class: My first semester I struggled remembering the different requirements for each class, whether tests were open book, if attendance was required, if we got one exam dropped, etc. Second semester I opened an empty doc and basically summarized the important stuff for each syllabus- that way I wouldn’t have to reread 15 pages to find one thing.

Ex:

Human Anatomy and Physiology-

Attendance not required

Lowest exam replaced with final exam grade

Low-effort emails will be deleted without response

All exams/quizzes open book

Don’t need to raise hand to leave class

Water bottles allowed

Talk to your professors!!!: I cannot stress this enough. If you have a question, email your teacher or TA. Even if you think they’ll say no. Last semester I was writing an argumentative paper on the benefits of the legalization of abortion, and I was struggling to find a peer-reviewed source that was against abortion for the counter-argument.

Lo-and-behold, these weird religious guys that have been invading my campus lately are back. They’re yelling about how us gays are going to hell and shit while I was trying to write my essay. He had a few anti-abortion signs and eventually started rambling about that so I took some pictures of the posters and wrote down the stuff he was saying about it. I asked my teacher if I could use the protest as the counter-argument instead and she actually approved it. I got a 96 on that paper.

Study in the cafeteria: If your campus is chill, they won’t mind you studying in the cafeteria. Just don’t be an asshole and take up an entire table to yourself during lunch rush where there’s barely any tables available, but if the cafeteria is pretty empty- then study in the cafeteria. You can snack on food and stuff while studying, my school’s cafeteria is set up buffet-style- so I’d be able to just get up and get something to eat if I started getting hungry or distracted. The second best place to study is in whatever coffee shop is on or near your campus, I don’t know why but I work better whenever I smell coffee.

Scheduling classes: D o n ‘ t schedule your classes for like 8am, trust me, you’re not gonna go to them. And don’t schedule your classes so far apart, maybe do 30 or 1 hour intervals but nothing more than that if you can help it. Especially as a commuter. One of the worst schedule things my Uni does is that they have the lecture at 8-9:15am and the lab for the /same/ class from 7-9:45pm for some ungodly reason, and I can’t change that. It’s so inconvenient to leave campus and then have to go back later at n i g h t.

Taking Notes: If you have a professor that posts their lecture slides before class, you are lucky. However, this probably means they talk at the speed of light and do this because students have emailed them numerous times asking them *for* the lecture slides and they just decided to post them for everyone before-hand.

For these classes, I usually copy down the lecture slides into my notebook before the lecture- because professors often give extra information during lectures that aren’t on the slides; and it’s hard to copy what’s on the slide before they click to the next one while also listening to what they’re saying.

This is all I can think of right now, but if y’all have any questions feel free to ask

[comrade-meow]

Bad data generates bad research; bad research generates bad treatments; bad treatments generate bad outcomes. The physiological differences between males and females are vast, and stamp their mark on every organ of the human body, not just the genitals and gonads. Ignoring these differences will muddle our data, blur our understanding of physiology, and hinder the discovery of new treatments for diseases. Females are much more likely than males to have autoimmune disorders. Males are more likely than females to develop Parkinson’s disease. Males and females may present with different symptoms preceding a heart attack. Males and females metabolize drugs differently. Blatantly ignoring sex as a variable hobbles the process of scientific inquiry and limits the types of questions that researchers will ask, thereby limiting the answers they get.

About this story: last November I came across some anonymous tweets from a person claiming to be a medical student at an American university where professors were teaching that sex is a social construct. I decided to try to find out if these claims were real, and I contacted the Twitter user, striking up a conversation with “C”. We agreed to meet on a Zoom call, and that C would show me C’s student ID, with their name and the name of the school covered, and that we would then do a written interview. C’s desire for strict anonymity is well founded in my eyes, due to the damage that could be inflicted on C’s career prospects if they were caught speaking to a publication about the ideological lies being peddled and the culture of fear at their institution.

On our thirty minute Zoom call, I met a highly intelligent, critical-minded, and determined young person who was expressing deep concern over the ways that gender identity ideology is distorting the teaching of medicine and the repercussions this may lead to in our next generation of doctors.

C held up their ID so I could see their picture on what was clearly a medical school ID. C told me their school can be categorized as “top tier.”

The irony of using “they/them” pronouns for a single person is not lost on me. I find it interesting that due to the tyranny of gender ideology, I must adhere to one of their tenets and accept the use of the plural pronoun for a single person whose sex I know. But the fact that I have to do this is because any information about C could potentially be enough to raise suspicion (just read their words to understand the climate of intimidation they witness in class everyday), and the knowledge of an individual’s sex is still a crucial identifying feature, no matter what the gender ideologues want us to believe.

C and I agreed that I would offer people on Twitter an opportunity to pose their questions directly and that C would respond in written form. Out of the many responses, the medical student chose what they considered some of the most representative and important of the questions. These are their answers below, beginning with a short message they wanted me to share.

-Sasha White

Thank you, Sasha, for having offered me this valuable opportunity to answer these questions. Before we start, I would like to clarify my stance on basic issues regarding sex and gender identity, so that people can keep these in mind while reading.

Biological sex is not a social construct – male and female are distinct material realities which have significant implications for medical and surgical treatment of many different conditions. These physiological differences are relevant on the levels of clinical practice, research, and policy, and absolutely must be acknowledged in order for physicians to best treat their patients. All patients should be treated with compassion, respect, and high-quality medical care, regardless of their professed gender identity. I remain agnostic as to what it truly means to have a “gender identity”, but will respect the wishes of my future patients in regards to their social presentation and pronouns. I believe that dysphoric adults should be able to pursue transition. Physicians should be aware of relevant aspects of trans healthcare, including hormone therapy and surgery, so that they can better advise trans patients on how medical treatments may impact their gender-related care, or vice versa. It is possible and desirable for us to have a healthcare system which is inclusive and respectful of transgender patients, in a way which does not pretend that biology is arbitrary or merely a social construct. Despite my liberal beliefs, the loudest voices at my institution would falsely accuse me of blowing transphobic dog-whistles, hence my anonymity. This hostile climate is corrosive to an inquiry mindset and critical thinking, and will ultimately be a disservice to the scientific community and to future patients, trans and otherwise.

IDD64 @IDD64 asks: “What happened to “nobody’s saying sex isn’t real”?”

This is actually what compelled me to speak out about this practice in the first place. Well-intentioned non-medical people often assume that medical schools are teaching something like, “Gender identity can be fluid and varied, but biological sex is real, binary, and relevant in medical contexts.” This idea is around five years out of date in the most progressive of institutions. I have been told multiple times in several classes that biological sex is a social construct – not just gender. Granted, I can speak only for my institution, but this change has been frustrating and disturbing to witness.

Robert Woolley @RandomlyBob asks: “Do any of the required textbooks also avoid using those words? If not, might you ask those professors if they think the books are either inaccurate or offensive?”

Our curriculum is constantly subject to revision. Around two-thirds of our written materials have been updated with this new language. For the one-third that has remained out-of-date, our class has received multiple apologetic, itemized emails from course instructors in which they provide corrections, beg for forgiveness and patience, and avow to “do better”. In class, we have been given multiple histories in which the patient’s sex has been deleted, even for cases involving disorders which can manifest differently between the sexes. The words “female” and “male” are being erased and replaced.

Born a space baby @ggynoid asks: “What’s the dynamic like for class participation? Do people start with pronouns? Do people tend to agree, disagree? What’s the female-male ratio in the class typically on these sort[s] of classes?”

When school first began, we were heavily encouraged to include pronouns in our Zoom names and email signatures; around 70-80% of the class did so. Most students and professors would start off verbal introductions with their name and pronouns, though that has subsided since we all have grown to know each other.

A vocal minority of students are loudly in favor of the most extreme aspects of gender ideology, while the majority seem to be vaguely supportive in a nonspecific way. I think that this comes from a mixture of naive goodwill and fear – they are trying to be good allies, and this is the only way they know how. Additionally, it is heavily implied that to ask critical questions, even in a way which is ultimately patient-centered and supportive, is perpetuating bigotry, so they just nod along. A silent minority seems to be secretly skeptical. I have met four or five students who have disclosed to me in private conversation that they disagree with one or more aspects of this dogma but they are hesitant to come forward in group settings. I am sure that more exist, but they are hard to find. None of these people have been transphobic.

The female-male ratio is approximately equal, with slightly more females than males in my class.

David Poole @MrDPoole asks: “Do you think the people telling you these things actually believe it or are they being forced to do it?”

I think that a very small minority of our professors actually believe that male and female bodies are interchangeable with the exception of genitalia and gonads. There are definitely more woke students than woke professors, and the most radical of students are far more radical than the wokest professor. Most of these professors are very fearful of saying the wrong thing, so they delicately couch their language by referring to “XX and XY people” or other such euphemisms, even though that can lead to inaccuracies.

The social consequences for misspeaking are highly magnified, especially when most classes are delivered online (due to the pandemic). Our class has been quietly accused of having a mean streak in regards to social justice. We have had petitions circulated (drafted by few, signed by many) to name, shame, and “hold accountable” various lecturers who used the “wrong” language, to the point of humiliation. One professor broke down crying after a genetics lecture which relied heavily on the use of “male” and “female” by necessity. (Though the lecture also made ample space to talk about transgender and non-binary individuals, this was not enough to appease the critics.) Another professor referred to “pregnant women” rather than “pregnant people” and spent a very uncomfortable few minutes after class abjectly apologizing for having caused offense “by implying that only women can get pregnant”. It was incredibly disturbing to see, for multiple reasons. One, this is based on bad science and zealotry that has the potential to harm patients. Two, the magnitude of the “crime” pales in comparison to the magnitude of the outcry. Three, it is a total inversion of the expected social order to see these physicians —some of whom are literally leading scholars in their field— be reduced to fearful puddles if a student so much as looks at them askance. Keep in mind that these professors are extremely liberal, compassionate, and well-meaning, yet they are turned upon with such venom and verve by the people who they are trying to please.

Chopper @RodeoChopper asks: How are cases presented? Normally the first line is “This is a such and such year old (male/female) with a past medical history significant for…”

Here are some examples of formats I have seen in our coursework:

“This is a 43-year-old woman with ovaries, presenting with …”

“A 3-year-old child, assigned male at birth, not assigned gender as of yet by parents, presenting with …”

“This patient is a 7-year-old child, gendered as a boy by his parents, who …”

“57-year-old woman with testes, here with …”

“A 16-year-old patient (gender non-binary, pronouns they/them) …”

“A 32-year-old woman (she/her/hers) …”

“A 16-year-old patient presents with complaints of …”

Of the myriad problems with this structure, the most concerning is that most of these cases do not accurately identify the sex of the patient, which is crucial in being able to weigh the likelihood of potential diagnoses and treatments. A person’s pronouns are not relevant when deciding to prescribe a particular antibiotic, and at which dose. Additionally, I find it somewhat irritating to be expected to state the obvious for things that are the default of the human experience. We do not say, “This is a 42-year-old woman with both her arms and legs”, although there are certainly women in this world who are missing one or more of their limbs.

MaryWrath @WrathMary asks: “So how are reproductively different bodies described then? How are cardiac arrest and stroke symptoms described, explained and taught as we know now they present differently across the two sexes? There are clearly two bodies in our species so how are the professors acknowledging?”

Organs are referred to by their actual names – penis, testes, vagina, ovaries, breasts. However, referring to patients as male or female is strictly taboo. If there are relevant but subtle sex-specific differences, then they will often be downplayed or ignored altogether. As an example, we were told that the higher risk of heart attacks in men was due only to the presence of testosterone, and not for any other reason, which is patently false. When the differences are utterly impossible to ignore, “male” and “female” will simply be rebranded as “people with testes/ovaries”, “AMAB/AFAB”, or “people with/without Y chromosomes”. My personal favorite is “persons with [testosterone/estrogen] as their primary sex hormone.” Oddly, “man” and “woman” are still used, often with redundant qualifiers (“56-year-old man with testes”).

thames pilgrim @thames_pilgrim asks: “What are the most dangerous medical implications for turning a blind eye to someone’s sex due to a belief that talking about “male” and “female” might offend?”

This is a very important question which should be addressed at the following interrelated levels: clinical practice, research, and public policy.

Clinical practice: Transgender patients who do not disclose their birth sex might be at risk for improper medical treatment. (I have seen a natal female person who identified as a nonbinary man, be suspected of having testicular torsion; this person did not disclose their sex to the physician, which resulted in a delay in their care). Out of fear of being branded transphobic, physicians may not accurately and completely inform trans patients about their sex-specific risk for certain medical conditions. And for all patients, if a poorly-educated doctor is unaware as to how disorders manifest differently between the sexes, then patients can be harmed through the failure to rapidly and accurately diagnose and treat their medical conditions.

Research: Bad data generates bad research; bad research generates bad treatments; bad treatments generate bad outcomes. The physiological differences between males and females are vast, and stamp their mark on every organ of the human body, not just the genitals and gonads. Ignoring these differences will muddle our data, blur our understanding of physiology, and hinder the discovery of new treatments for diseases. Females are much more likely than males to have autoimmune disorders. Males are more likely than females to develop Parkinson’s disease. Males and females may present with different symptoms preceding a heart attack. Males and females metabolize drugs differently. Blatantly ignoring sex as a variable hobbles the process of scientific inquiry and limits the types of questions that researchers will ask, thereby limiting the answers they get.

Policy: Patients who are not transgender may be misled by “inclusive” educational materials and miss out on crucial preventative care. This is especially impactful in women’s health; whether due to language barrier, subpar sex education, or cultural taboo, not every woman will even know that she has a cervix, but she will know that she is female. Additionally, recommendations made by professional medical associations are widely used in clinical practice; if these guidelines are generated based on faulty data, this could negatively impact patients on a wider scale.

However, the most pernicious of possible harms is not the denial of sex; rather, the denial of sex is just one manifestation of a greater problem, which is the corrosion of critical thinking itself. Whatever you call it – this postmodern poison, the triumph of dogma over data – it is fundamentally incompatible with critical thinking, the most powerful all-purpose tool a physician has at his or her disposal. Starting with a conclusion and working backwards, all while twisting the data to fit a narrative, strikes me as more religious than scientific.

Marjorie Hutchins @leakylike asks: “Part of being a doctor is taking on ethical & safeguarding responsibilities[.] Why aren’t medical students challenging something which [could] have health implications for patients?”

Our positions as students are precarious, especially if one is labeled as being on the wrong side of history. Consequences for speaking out can include shunning, being anonymously reported to the school for “remediation”, being informally blacklisted from research and leadership opportunities, and potentially expulsion. Until I have earned my degree and have completed residency, I need to remain anonymous. To do otherwise would be to kill my career before it has even begun, which would also limit my ability to help many more patients in the future.

Although I am very biased, I think it should be on the onus of administration and our tenured professors to stand up against this madness, rather than on lone students to publicly put themselves at risk of debt and ruin. For now, I resist in the small ways that I can; I wish to do so more publicly when I am more secure.

[ucflibrary]

Be Inspired by Great Nature Writers

Nature writing can transport us to new place, inform us of the world around us and open our eyes to the magic and beauty right in front of us.  Here are some ebooks currently available through the UCF Libraries to get you started.

The Essential Naturalist edited by Michael H. Graham, Joan Parker and Paul K. Dayton.

“The Essential Naturalist offers … a wide-ranging, eclectic collection of writings from more than eight centuries of observations of the natural world, from Leeuwenhoek to E. O. Wilson, from von Humboldt to Rachel Carson. Featuring commentaries by practicing scientists that offer personal accounts of the importance of the long tradition of natural history writing to their current research, the volume serves simultaneously as an overview of the field’s long history and as an inspirational starting point for new explorations, for trained scientists and amateur enthusiasts alike.”

Readings in Wood by John Leland

“Award-winning nature writer John Leland offers a collection of twenty-seven short, poetic essays that marry science and the humanities as the author seeks meaning in trees. Readings in Wood is an investigation of trees and forests and also of wood as a material that people have found essential in the creation of society and culture. Leland views with wit and erudition the natural world and the curious place of human beings as saviors and destroyers of this world.

Readings in Wood is a hybrid testament of science, faith, superstition, and disbelief learned from sitting on tree trunks and peering at leaves and fungi. Leland hopes others will join him in nature’s classroom.”

Where’s the Moon?: A Memoir of the Space Coast and the Florida Dream by Ann McCutchan

“In this coming-of-age memoir, McCutchan, a writer and musician, returns to Florida to reconcile with the life she had there [growing up]. Reconnecting with old friends and long-forgotten places, she confronts the transformation of wetland real estate she knew as a child into south Florida suburbs and the booming Space Coast… She … comes to a deeper understanding of the meaning of the cultural shifts she experienced in the sixties, and achieves a new appreciation of the history and aspirations of the two people who meant the most to her.”

The Great Clod: Notes and Memoirs on Nature and History in East Asia by Gary Snyder

“Over the course of his singular career, the Pulitzer Prize–winning poet, essayist, environmental activist, and Beat icon Gary Snyder has derived wisdom and inspiration from his study of Eastern philosophies, cultures, and art. Now, with this collection of eight essays, Snyder offers “a deceptively small book enfolding a lifetime’s worth of study” (Kirkus Reviews). The Great Clod is the culmination of a project that Snyder began in 1969 with the essay ‘Summer in Hokkaido,’first published in Coevolution Quarterly. In it and the subsequent entries… Snyder weaves together elements of travel memoir and poetic insight with scholarly meditations on civilization’s relationship to the environment.”

At Home in Nature: A Life of Unknown Mountains and Deep Wilderness by Rob Wood

“The compelling story of one family’s life among the rugged landscapes of British Columbia’s Coast Mountains, converting youthful ideals, raw land and a passion for the outdoors into a practical off-grid homestead.

Settling on Maurelle Island, he and his wife built an off-the-grid homestead and focused on alternative communities and developing a small house-design practice specializing in organic and wholesome building techniques. At Home in Nature is a gentle and philosophical memoir that focuses on living a life deeply rooted in the natural world, where citizens are connected to the planet and individuals work together to help, enhance and make the world a better …place.”

Want to explore more?  Check out the titles related to nature available from Ebsco Ebooks

Learn New Outdoor Skills

Expanding your skills is a sure-fire way to appreciate nature more deeply.  Want to know why the mocking bird in your neighborhood sings so many different tunes..including imitating your car alarm?  How about knowing what to look for to find water out in nature?  Want to be able to identify the plants and animals you encounter? There are a wealth of authoritative educational opportunities available online that you can use to build skills.  Here are some of our favorites:

Cornell Ornithology Lab Open Lectures

Here you will find free lectures given by world renowned experts in the field of ornithology.  This site also links to free learning games and instructional videos as well as the Lab’s online course offerings (for a fee).

Great Courses through Kanopy

Fundamentals of Sustainable Living “Become a more thoughtful consumer, save money, and reduce your ecological footprint with this course that teaches you how integrate sustainable practices into your everyday life. By learning specific knowledge and techniques on how to work more efficiently with the energy, water, and food you consume, you can live a more balanced and sustainable lifestyle that also positively impacts the world around you.”

The Science of Gardening “When scientists examine home gardens and landscapes, one fact stands out: The leading cause of landscape failure is not disease and it’s not pests – it’s our own gardening practices. Create a beautiful and sustainable home garden guided by the newest information from applied plant physiology, biology, soils science, climatology, hydrology, chemistry, and ecology.”

Plant Science: An Introduction to Botany“If you look around right now, chances are you’ll see a plant. It could be a succulent in a pot on your desk, grasses or shrubs just outside your door, or trees in a park across the way. Proximity to plants tends to make us happy, even if we don’t notice, offering unique pleasures and satisfactions. Open your eyes to the phenomenal and exciting world of botany!”

Our Night Sky “For thousands of years, the star-filled sky has been a source of wonder, discovery, and entertainment. All you need to feel at home in its limitless expanse is Our Night Sky, a richly illustrated 12-episode course that gives you an unrivaled tour around the sky–all while teaching you about the science, technology, and pure pleasure of stargazing.”

Add to the Scientific Study of Nature

Want to conduct some research?  Right now?  Even in your own backyard?  Join a citizen science initiative!  There are hundreds of projects actively seeking data from interested observers just like you.  Check out the projects listed on these resources and find one that’s right for you!

CitizenScience.gov

National Geographic Citizen Science Projects

SciStarter.org

Don’t worry if you don’t have a background in science, there are projects available at all skill levels!

Virtually Explore Our World

Want to walk the Kalahari? Climb to the top of a mountain? How about swim at the bottom of the sea?  UCF Libraries has hours of streaming video to inspire your love of nature!

BBC Landmark Collection

Check out some of the best nature documentaries of the last decade with this collection from Alexander Street Press.  Titles include Planet Earth I & II, Spy in the Wild, Big Cats and so much more.

The Swamp

Explore the history of the Everglades and the unintended consequences of man’s quest to control it.

Forces of Nature

This four-part series from PBS delves into the powers and motivators which influence our natural world.  Find out answers to such questions as “Why is water blue? How can a shape defy gravity? Why do bees make hexagonal honeycombs? And how do these things affect our own lives?”

Commit to One New Sustainable Practice

It can feel overwhelming trying to figure out the best way you can limit your negative impact on our planet, but don’t worry, it is not an all or nothing proposition.  Even small changes in your actions can have lasting impact.  I challenge each of us to commit to making one change in honor of the 50th Anniversary this Earth Day. Here are some ideas to get you started:

Choose one item you use regularly that comes in single use plastic and switch to more sustainable option.  Bonus: choose a zero-waste option.

Reduce energy consumption by raising the temperature on your thermostat. You can start small with one degree and transition over time.

Commit to only drinking from reusable bottles or cups for one week.

Eat plant-based meals one day a week, or three meals throughout the week.

Switch one cleaning product you use to an environmentally friendly option.

Want more information?  Check out our Naturally UCF Guide and our Anthropocene Reading List

[paysomeonetodo-blog]

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[turningbrain]

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[drpreetityagilecturers]

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[alexiamadekurozwa]

Please contextually reference your subject matter. What art, design, cultural, historic references can you look at to gain insight?

A main subject area I will be looking into (in order to create this absurd scene) is surrealism, as I want to overlap different versions of reality together, blurring the lines between fiction and nonfiction. I think surrealism will help me to attach a wider variety of tones and perspectives to my work, as the chaotic and dream-like structure can allow more room for me to fit in a bigger composition of feelings, characters and ideology, without it seeming like too much. Additionally it will allow me to explore ‘Automatism’ (involuntary actions and processes not under the control of the conscious mind) as it is a reference in physiology/psychology that has been borrowed into the surrealist ideology. Firstly, It is important for me to research storytelling and narratives as a whole, to see the history behind it and get a general perspective of why we are interested in these extra worlds and stories. Then to gain more insight into Surrealism and the narratives, I will look into absurdist fiction which includes: drama and performance, folklore, poetry and prose. It will be interesting to go back and see how people view life as the philosophical movement of absurdism extends on existentialism which ‘explores the problems of human existence and centres on the experience of thinking, feeling and acting’ (Wikipedia). I can analyse how societies felt and perceive their lives and either juxtapose or match these with my own personal views. After looking at past societies and their theories/ perspectives, I think it is important for me to read ‘The Art Of Immersion’, which is a book that explains the way in which we tell stories, and perceive them. Specifically speaking, how the internet is changing the way we create and consume narrative. It is important for me to read this as I am creating art in a world of technological advancements, where the internet and online space is limitless. It is important for me as an artist to perceive how my society consumes narratives and I can then compare these to past societies.

I can research cinematography and how they do a lot of their scenes, as it is important for me to know how they construct a visual atmosphere that can automatically give the viewers a sense of understanding and tone. I really enjoy Wes Anderson's style of cinematography as his colour palette is always beautifully arranged, and the photo stills always emphasises character and personality. Tim Walker is a photographer that I have always been intrigued by, as he creates these surreal, fairytale photographs that are always so imaginative and unique. He expresses a great atmosphere and personality in his work, through the use of colour, fairytale references and costumes/props. I love how extravagant some narrative photography can be and how a still photography can give so much information to the audience. I could do some more research into the Bauhaus Art School as their performative videos have so much character, colour, shapes, and movement, yet the facial expressions have little to no expressions, they remind me of puppets. I love their style of performance as it is very absurd yet amusing. It reminds me of the movies I watched as a kid ( such as the Wizard of Oz) as the music and dancing are very similar. I would love to further look into how they jumble up so many specialisms to create this collaborative artwork. This mixture of styles is similar to the mix of perspectives and stories that I want in my work and they have a good way of doing it.

I could get a better insight into the psychology of our minds, this ‘unconscious state’ that is described in automatism, and make more connections with our thoughts, narratives and psychology. I have always found science and the way in which our brains work interesting, and the best way to do research on this is by watching lectures, podcasts and reading essays and books.

[naireides]

Hi Nai! So you're one of my favorite bloggers on this site and I know you're in med school so since I'm about to start pre med in the fall I was wondering if you had any tips for me? Study tips, books, etc, anything would help tbh. Thanks! Love you!

Hi! Congrats on starting pre med, good for you! I think I always say this but I’m not really the best at giving advice but I’mma shoot my shot anyway lol. Lemme just preface this by saying that your med experience is not going to be like mine because here in the Caribbean we do things a bit differently; we don’t have pre med here. Instead, after you finish CAPE (our A level exams) you jump straight into med school which is 3 years in an actual school to learn about preclinicals and paraclinicals and then another 2 years where you’re on the wards in the different specialities. After that you graduate with your MBBS and you have to go through a further one year internship before moving on to practice on your own.

So study tips. The first major one would definitely be to not confuse med with high school. Your study methods will (more than likely) not work here. I learnt this the hard way and it earned me the first Bs I ever got in my life lol. Uni life is a lot more laid back than HS life don’t get me wrong, but it’s waaay easier to loose track of things because of that. A lot of your professors probably won’t take attendance (for me only labs and smaller classes/ tutorials took attendance but my anatomy/ biochem/ physio classes did not) so you might want to skip. Depending on who you are you may or may not skip. I advise going to the first few classes and getting a feel of how the prof teaches before deciding if it’s worth getting up to go to that 8am. For me I have certain classes that i miss (like anatomy because it’s fairly straightforward and I learn better through practical application anyway like labs- which is why I’m always front and centre to record all my anatomy labs) and then I have classes that I will drag myself through hell to attend (lectures given by certain biochem/ physio profs who don’t give you all the slides)

Another tip is to make notes from early. It’s a lot of work. I use onenote in class to type my notes or make supplemental notes right there in the powerpoint if it’s uploaded before class and then when I get home I write my notes out (I like really pretty notes it’s something I’ve always done because it helps me keep my concentration so I gain inspo from pinterest and studyblrs)

When making these notes I turn to my textbooks. Please don’t go out there and buy every single textbook known to man. Search online and you’ll find pdfs and ebooks for free. I bought 5 textbooks and it was only because I like using physical books (plus one was written by one of my profs and he likes to pull questions from there) and my scholarship covered the cost of them anyway. If you can’t find a pdf of it online pm me because there’s a good chance I have it downloaded anyway lmao (there’s a story behind that but that’s going way off tangent lol)

Plus there’s a lot of helpful websites and youtube channels out there too! The ones I use the most are khan academy, doctor najeeb, ak lectures and speed pharmacology

And last but not least, books! Like I said before, there’s a lot of books out there so it can definitely be confusing. I like to classify the books I use most into 2 categories: the books that are at least a thousand pages and the books that are half of that.

Anatomy is always going to be a lot because anatomy is a lot. The human body has a lot of shit going on it man. I use Moore’s clinically oriented anatomy (6th edition) because I love their tables and blue sheets (clinical correlates). I also have the gray’s anatomy app on my phone as a quick reference. (Gray’s Anatomy is also a good textbook I’ve heard but I’ve never really used it)

For biochem the big one is Harper’s illustrated biochemistry which is great to use if you’re in a bad way because it explains every single thing. That can be tedious sometimes rereading the same thing a million different ways so the lighter version is the Lippincott illustrated review biochem edition. (sidenote: lippincott has a whole lot of books in the med field suck as pharmacology, immunology, pysio, etc)

And then physio we have the renowned Guyton and Hall textbook of physiology which is great don’t get me wrong but like the Harper’s it’s repetitive. So if you’re super confused about something then this is the book for you. If you have an okay enough grasp on it though you might want to check out Costanzo’s physiology which is the one I tend to use more because I historically just don’t like big repetitive textbooks.

Anyway, I think that’s all! This got really long so I hope something in it helps!

[biomedicool]

Hi, I’m currently thinking about applying for biomedical science in university. And I wanted to ask what is the course like. I’ve read the content online and it helps, but not entirely. Also is there anything to do with neurones and brains in the course. Thanks

There are so many things related to medical science that can be studied that all the courses are very different. Also be aware that you will get to chose your modules out of a big list so really you can do whatever you want! There will definitely be some neurology. 

For me, my course was 50:50 labs/lectures to get us IBMS accredited, which I really liked. The first year we studied basic anatomy and physiology of all the major systems, basic human biochemistry, cell biology, genetics, microbiology, basic maths/stats/chemistry, and a module that focused on lab diagnosis which is specific to biomed. 2nd and 3rd year was up to us depending on what we liked and didn’t - you need to check out lots of unis and see which has modules you like the best really. For me, I’ve not touched genetics or microbiology since first year, and specialised in neurology, oncology, and physiology.

[evoldir]

Fwd: Job: WestShoreCC_Michigan.TeachingEvolution

Begin forwarded message: > From: evoldir@evol.biology.mcmaster.ca > Subject: Job: WestShoreCC_Michigan.TeachingEvolution > Date: 27 February 2021 at 07:16:07 GMT > To: rdmpage@gmail.com > > > WestShoreCC.TeachingAnatomyZoology > > Biology Faculty > West Shore Community College seeks innovative candidates to fill a > full-time Biology Faculty position (with potential for continuing > appointment and full professor rank) for the 2021-2022 academic year, > August 2021 start date. We are seeking a candidate especially with > experience in human anatomy & physiology and microbiology whose primary > career goal is education, with the potential for offering courses in > animal biology. > > Responsibilities may include but are not limited to the following: > - Teaching load (15 contact credit hours a semester/30 annually) >  primarily consisting of courses in the following areas: anatomy and >  physiology, microbiology, zoology, and human prosection. > > - Develop and teach anatomy and physiology lectures and labs with an >  emphasis in preparing students for medically related fields. The ideal >  candidate will be able to function in either face to face or online >  teaching modalities. > > - Maintain and utilize our human cadaver laboratory facility. > > - Participate in planning, curricular review, and assessment. > > - Participate in professional growth activities and continuous awareness >  of new trends and developments in the areas of instructional >  responsibility. > > - Collaborate with faculty, staff, and community in accordance with the >  core values of West Shore Community College. > > - Meet other contractual obligations as spelled out in the West Shore >  Community College Instructional Agreement. > > > Required Qualifications > - Masters in Biology, Physiology, Animal Science, or a related field. > > - Minimum of 18 graduate credits in Anatomy, Physiology & Microbiology > > - Higher education teaching experience in Biology. > > - Ability to teach using a variety of educational technologies, such as >  on-line teaching and HYFLEX teaching. > > - Demonstrated commitment to the comprehensive community college >  philosophy, including building relationships in science and related >  disciplines with K-12 schools and the community. > > Desired Qualifications > - Ph.D. in Biology. > > - Demonstrated success in teaching/developing on-line or >  blended/hybrid courses. > > - Community College teaching experience. > > - Proven ability to work with and teach students from diverse >  backgrounds, particularly those heading for a career in a medically >  related field. > > > > Salary range: $46,656- $88,040, commensurate with > qualifications/experience. Salary is accompanied by a complete benefit > package. > > West Shore Community College is a small, rural institution located > in a beautiful ???four-season??? recreational area near the shore > of Lake Michigan and serves a multi-county district. The College is > uniquely positioned with beautiful facilities; modern technology and > teaching tools; and no debt. West Shore Community College offers a > comprehensive general education curriculum designed to meet the needs of > students seeking certification, employment, and/or transfer to senior > institutions. WSCC offers a student centered and team-based atmosphere > with a staff dedicated to excellence in serving students ???learning > needs. Collegial and interdisciplinary relationships are expected of > all WSCC employees. > > > Visit our website at https://ift.tt/3r1QWfd for more information. > > > Application requirements: For best consideration submit the following > materials by March 19, to our online portal at > https://ift.tt/2ZVYJj6. Initial screening begins > immediately and will continue until the position is filled: > - West Shore Community College application > - Letter of application specifically addressing the areas of >  responsibility and qualifications (above) > - Resume > - Unofficial transcripts (official will be necessary if interview is >  offered) West Shore Community College is a drug-free employer and the >  final offer will be contingent on drug testing. > > West Shore Community College is an equal opportunity employer. > > > Paul Bilinski, PhD > Professor of Biology > West Shore Community College > 3000 N Stiles Rd > Scottville MI 49431 > > pbilinski@westshore.edu > > > > "Bilinski, Paul" > via IFTTT