The course aims to provide basic knowledge of cell physiology and human organism physiology. This knowledge constitutes an essential foundation for understanding the functional aspects of the organism and its interactions with drugs and other chemical and physical agents with biological activity, i.e., capable of modifying physiological or pathological states of the organism or its systems and organs.
The aim of the course is to provide knowledge relating to the general principles and common mechanisms that regulate cellular functions: intercellular communication; propagation of nerve impulses, synaptic transmission, sensory receptors, muscle contraction. Illustrate the fundamental aspects of the functions of the main organs and systems with reference to the relational life and vegetative life of the human being: nervous system, blood circulation, breathing, excretion-osmoregulation, nutrition-bioenergetics; endocrinology; reproduction.
The teaching aims to provide the student with the ability to apply the knowledge acquired to solve questions related to real contexts and present the topics covered in the program in a reasoned manner.
To benefit from the teaching and learning of physiology, students need basic knowledge in the following subjects: mathematics, physics, general chemistry, organic chemistry.
Lectures and supporting materials available on AulaWeb. In the first lesson, the instructor presents the adopted teaching method in detail. The method is based on the idea that students generally do not enjoy studying, finding it instinctively burdensome and uninteresting. This is because they are human beings and therefore it is nothing to be ashamed of or feel guilty about, but it must nonetheless be managed since studying is essential for the educational path they have chosen.
With this in mind, the teaching method encourages students to maximize study during class time, i.e., during time slots specifically allocated for Physiology, without interfering with the rest of their lives.
The approach is called "2 + 15", meaning 2 hours of class followed by 15–30 minutes of review within the next 24 hours. Topics presented in one lecture reappear in subsequent ones because different bodily functions rely on the same elements or variants of them. This leads to a strong reinforcement of learning, which occurs not through rote memorization, but through understanding processes and relationships between elements — much more in tune with the cognitive processes of the human mind.
Students are constantly engaged during lessons and are invited to answer questions related to current or previous topics, sometimes even anticipating concepts not yet explained but inferable from what has been learned. Participation is strongly encouraged, and all contributions are acknowledged positively, regardless of the quality of the answer. Even a simple "I don't know" is viewed favorably, as engagement activates psychological mechanisms that strengthen learning.
Questions are posed in the same format as in the exam, thus this practice also helps students prepare for the final test. At the end of the course, students who have faithfully followed the method are practically ready for the exam and only need a few days of review. Therefore, preparing for the exam after the course does not significantly interfere with other activities, including the preparation of exams for other courses. Students are encouraged to take the exam in the first available session to fully leverage the work already done.
Any Student with documented Specific Learning Disorders (SLD), or with any special needs, shall reach out to the Lecturer(s) and to the dedicated SLD Representative in the Department ( Prof. Luca Raiteri, Luca.Raiteri@unige.it ) before class begins, in order to liaise and arrange the specific learning methods and ensure proper achievement of the learning aims and outcomes. VERY IMPORTANT: any request for compensatory tools and adaptations in the exam MUST be done within 10 working days before the date of the exam according to the instructions that can be found at https://unige.it/disabilita-dsa/comunicazioni
General Principles
Cell
Systems
D’Angelo, Peres. Fisiologia. Edi-Ermes
Sherwood. Fisiologia Umana. Zanichelli
Widmaier, Raff, Strang. Vander Fisiologia. Casa Editrice Ambrosiana
Silverthorn. Fisiologia Umana. Pearson
Teaching materials available on AulaWeb. Ask the teacher for the access key either in class or by emailing from your university address, clearly stating your first name, last name, and student ID number.
Ricevimento: Appointments by email: bruno.pietro.burlando@unige.it
Consult the website of the Degree Program, or email the teacher.
Oral exam with "problem-solving" questions requiring multi-modal responses constructed by the student. Example: questions like "Tell me about the kidney" will not be asked. Instead, questions will be like: "As you can see, I’m moving my hand; how is this possible?" The best answers involve cause-effect mechanisms, which in this case may include neuromuscular interactions, muscle contraction mechanisms, etc.
The exam is distinctly interactive so that emotional factors such as amnesia, anxiety, etc., do not affect the evaluation of the student’s performance. The goal is to objectively assess the student’s real preparation, regardless of any momentary emotional disruptions. These exam modalities are repeatedly illustrated and emphasized throughout the course.
In addition, in the first lesson (and later reminders), detailed strategies for optimizing study are presented — strategies that students are encouraged to adopt to maximize learning and exam preparation.
See the Exam Description section
For any inquiries, email the teacher
