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Teaching Physiology of Exercise to Bioengineering Students

Abstract

Physiology taught to bioengineers can be done differently from physiology taught to others. Bioengineers use mathematical models in their work for other topics, so teaching bioengineers about physiology using mathematical models as an instrument of instruction can be effective. The physiology taught in this course revolves around exercise responses, but not aspects of disease. From a human health maintenance perspective, physiological responses to natural stresses can be very interesting and instructive.

Introduction

There are numerous reasons for a bioengineer to study exercise physiology. Many products and processes must be designed for people to use during their normal daily activities. These include clothing and footwear, exercise equipment, life support systems, ventilation equipment, protective equipment, vehicles, and assistive devices. The bioengineer should be aware of physiological adjustments that can be expected, such as changes in respiration or heart rate, and how those adjustments relate to the intended design.

Advances in medicine have progressed to the point where the sick, injured, or disabled now expect to be able to carryout activities as closely as possible to those they would perform were they not impaired. Equipment and devices must therefore be able to adjust to the rigors of exercise and not just be appropriate for the bedridden. Expected exercise adjustments must be known.

There is also the fascination of learning how the body reacts to natural stresses of exertion: what energy sources are used; how cardiovascular, respiratory, and thermoregulatory systems adjust; and what mechanical stabilities and instabilities are necessary?

Learning exercise physiology from an engineering perspective is different from learning the same subject from physiologists. The emphasis in engineering instruction is on quantitative analysis and prediction: being able to calculate expected responses before they occur. Also, engineers are taught to conceptualize process mechanics and control: to appreciate energy storage and dissipative components and to learn how they interact and change when controlled.

So, it was the intent of this course to introduce bioengineers to the concepts important to ergonomics, movement, and exertion conducted by the human body. The course is a requirement for students focusing on bioengineering within the Biological Resources Engineering Department, but is also offered as a technical elective to juniors and seniors majoring in other engineering, science, or math programs. The goal was not to include all physiological systems; therefore, there are no stomachs, livers, or kidneys covered in this course. Instead, the course focuses on the basics of quantitative analysis of energy mechanisms, biomechanics, and the mechanics and control of cardiovascular, respiratory, and thermoregulatory systems. The course is not intended to exhaustively cover physiology. Rather, sufficient physiology is included so that students can understand the models and equations used

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Coyne, K., & Johnson, A. (2006, June), Teaching Physiology Of Exercise To Bioengineering Students Paper presented at 2006 Annual Conference & Exposition, Chicago, Illinois. 10.18260/1-2--931