Glucose metabolism from mouth to muscle: a student experiment to teach glucose metabolism during exercise and rest

2017 ◽  
Vol 41 (1) ◽  
pp. 82-88 ◽  
Author(s):  
Tobias Engeroff ◽  
Johannes Fleckenstein ◽  
Winfried Banzer
Keyword(s):  
Glucose Metabolism ◽  
Learning Strategy ◽  
Glucose Solution ◽  
Postprandial Glucose ◽  
Learning Objectives ◽  
Skill Sets ◽  
Glucose Levels ◽  
Glucose Ingestion ◽  
The Subject ◽  
Physiological Tasks

We developed an experiment to help students understand basic regulation of postabsorptive and postprandial glucose metabolism and the availability of energy sources for physical activity in the fed and fasted state. Within a practical session, teams of two or three students (1 subject and 1 or 2 investigators) performed one of three different trials: 1) inactive, in which subjects ingested a glucose solution (75 g in 300 ml of water) and rested in the seated position until the end of the trial; 2) prior activity, in which the subject performed 15 min of walking before glucose ingestion and a subsequent resting phase; and 3) postactivity, in which the subject ingested glucose solution, walked (15 min), and rested afterwards. Glucose levels were drawn before trials (fasting value), immediately after glucose ingestion (0 min), and 5, 10, 15, 20, 25, 30, 40, 50, and 60 min thereafter. Students analyzed glucose values and worked on 12 tasks. Students evaluated the usefulness of the experiment; 54.2% of students found the experiment useful to enable them to gain a further understanding of the learning objectives and to clarify items, and 44.1% indicated that the experiment was necessary to enable them to understand the learning objectives. For 6.8% the experiment was not necessary but helpful to check what they had learned, and 3.4% found that the experiment was not necessary. The present article shows the great value of experiments within practical courses to help students gain knowledge of energy metabolism. Using an active learning strategy, students outworked complex physiological tasks and improved beneficial communication and interaction between students with different skill sets and problem-solving strategies.

scholarly journals Pentingnya Memahami Karakteristik Siswa Sekolah Dasar di SDN Cikokol 2

AS-SABIQUN ◽  
2020 ◽  
Vol 2 (1) ◽  
pp. 7-17
Author(s):  
Nevi Septianti ◽  
Rara Afiani
Keyword(s):  
Data Collection ◽  
Learning Strategies ◽  
Subject Matter ◽  
Learning Strategy ◽  
Individual Characteristics ◽  
Learning Objectives ◽  
Learning Activities ◽  
Qualitative Descriptive ◽  
The Subject ◽  
Descriptive Approach

This study is based on the existence of learning activities that are less responsive to various individual characteristics. To meet these demands, teachers need to understand students' characteristic. If the teacher in delivering the lesson material less attention to the characteristics of the students and the personality traits of students is not used as a foothold in learning, students will have difficulty understanding the subject matter. Whatever efforts are chosen and performed by the teacher and the lesson designer if they are not based on individual characteristics of the student as subject of learning, then the developed learning will not be meaningful for the students. Characteristics of students is very important to know by educators, because it is very important to be a reference in formulating learning strategies. Learning strategy is developed by teachers and implemented through learning methods to the students so that the learning objectives can be achieved effectively and efficiently. This research uses qualitative descriptive approach and data collection techniques used are interview, observation, and documentation in SDN Cikokol 2.

scholarly journals PERAN PENDEKATAN STUDENT CENTER LEARNING DALAM PROSES PEMBELAJARAN DI PRODI D-III KEPERAWATAN POLTEKKES KEMENKES BENGKULU

2018 ◽  
Vol 9 (1) ◽  
pp. 06-12
Author(s):  
Pauzan Efendi
Keyword(s):  
Learning Process ◽  
Learning Strategy ◽  
Learning Objectives ◽  
Subjective Perception ◽  
Implementation Approach ◽  
The Subject ◽  
Student Center ◽  
Entire Faculty ◽  
Evaluation Of Learning

Student Centre Learning (SCL) is a learning strategy that puts students aslearners active and independent, with a psychological condition as an adult learner, areentirely responsible for learning, as well as being able to learn beyond the classroom(Harsono, 2008). The application of learning methods SCL on CBC be separate stimulusfor students, because of changes in various factors, both in the learning objectives,learning targets, and the role of students in the learning process. The purpose of researchis to know the description SCL's implementation approach at D III Nursing ProgramsBengkulu Poltekkes MoH in accordance with operational guidelines, find a picture of theimpact of the implementation of the SCL approach to students and lecturers as well asknow the description of perception of students and lecturers of the implementation of theSCL approach. The results of observation curriculum and kaldek and good interviewswith faculty and learners obtained the subject states have implemented learning systemwith subjects integrated with the system block and method of approach SCL throughCBL, CL, CI, SGD and others in order to subject more akatif and independent in thelearning process. The subjective perception of both lecturers as facilitators and subject aslearners have the same perception that the SCL method is able to activate andindependence . Methods of SCL is a learning strategy that puts students as active andindependent learners, faculty and partners act as a facilitator of learning. On learningoutcomes when viewed with the value, performance approach methods SCL in the studyprogram diploma three Nursing Bengkulu has not shown any significant improvement,however, evaluation of learning outcomes to be especially helpful personal developmentboth lecturers as facilitators and learners in achieving the learning objectives appropriatecompetencies expected. SCL expected learning method is not only a major impact onstudents but also requires a great contribution of lecturers and educational facilities. Ittakes a number of lecturers and adequate facilities for learning effectiveness can befulfilled with the SCL method. Besides the ability of the entire faculty are similar infacilitating the learning process is very important that all students obtain a similar learningexperience as well.

Abnormal renal, hepatic, and muscle glucose metabolism following glucose ingestion in type 2 diabetes

2004 ◽  
Vol 287 (6) ◽  
pp. E1049-E1056 ◽  
Author(s):  
Christian Meyer ◽  
Hans J. Woerle ◽  
Jean M. Dostou ◽  
Stephen L. Welle ◽  
John E. Gerich
Keyword(s):  
Diabetes Mellitus ◽  
Type 2 Diabetes ◽  
Glucose Metabolism ◽  
Glucose Uptake ◽  
Postprandial Glucose ◽  
Glucose Disposal ◽  
Glucose Release ◽  
Glucose Ingestion ◽  
Endogenous Glucose

Recent studies indicate an important role of the kidney in postprandial glucose homeostasis in normal humans. To determine its role in the abnormal postprandial glucose metabolism in type 2 diabetes mellitus (T2DM), we used a combination of the dual-isotope technique and net balance measurements across kidney and skeletal muscle in 10 subjects with T2DM and 10 age-, weight-, and sex-matched nondiabetic volunteers after ingestion of 75 g of glucose. Over the 4.5-h postprandial period, diabetic subjects had increased mean blood glucose levels (14.1 ± 1.1 vs. 6.2 ± 0.2 mM, P < 0.001) and increased systemic glucose appearance (100.0 ± 6.3 vs. 70.0 ± 3.3 g, P < 0.001). The latter was mainly due to ∼23 g greater endogenous glucose release (39.8 ± 5.9 vs. 17.0 ± 1.8 g, P < 0.002), since systemic appearance of the ingested glucose was increased by only ∼7 g (60.2 ± 1.4 vs. 53.0 ± 2.2 g, P < 0.02). Approximately 40% of the diabetic subjects’ increased endogenous glucose release was due to increased renal glucose release (19.6 ± 3.1 vs. 10.6 ± 2.4 g, P < 0.05). Postprandial systemic tissue glucose uptake was also increased in the diabetic subjects (82.3 ± 4.7 vs. 69.8 ± 3.5 g, P < 0.05), and its distribution was altered; renal glucose uptake was increased (21.0 ± 3.5 vs. 9.8 ± 2.3 g, P < 0.03), whereas muscle glucose uptake was normal (18.5 ± 1.8 vs. 25.9 ± 3.3 g, P = 0.16). We conclude that, in T2DM, 1) both liver and kidney contribute to postprandial overproduction of glucose, and 2) postprandial renal glucose uptake is increased, resulting in a shift in the relative importance of muscle and kidney for glucose disposal. The latter may provide an explanation for the renal glycogen accumulation characteristic of diabetes mellitus as well as a mechanism by which hyperglycemia may lead to diabetic nephropathy.

scholarly journals Association between the serum estrone-to-estradiol ratio and parameters related to glucose metabolism and insulin resistance in women with polycystic ovary syndrome

2021 ◽  
Vol 48 (4) ◽  
pp. 374-379
Author(s):  
Nayoung Kim ◽  
Sungwook Chun
Keyword(s):  
Insulin Resistance ◽  
Glucose Metabolism ◽  
Polycystic Ovary Syndrome ◽  
Polycystic Ovary ◽  
Postprandial Glucose ◽  
Serum Glucose ◽  
Clinical Variable ◽  
Fasting Insulin ◽  
Ovary Syndrome ◽  
Glucose Levels

Objective: We aimed to evaluate associations between the ratio of serum estrone (E1) to estradiol (E2) and parameters related to serum glucose metabolism and insulin resistance in women with polycystic ovary syndrome (PCOS). Methods: In total, 133 women between the ages of 18 and 33 diagnosed with PCOS were enrolled in this study. All participants with PCOS underwent blood tests to determine hormonal and biochemical metabolic parameters and a standard 2-hour 75-g oral glucose tolerance test. They were divided into two groups according to the serum E1-to-E2 ratio: group 1 (E1/E2 ratio <2.0) and group 2 (E1/E2 ratio ≥2.0). Results: In the comparative analysis, the waist-to-hip ratio (WHR) was the only clinical variable that was significantly different between the two groups. Patients with a higher E1/E2 ratio showed higher fasting insulin levels, homeostasis model for insulin resistance, and postprandial glucose levels at 2 hours (PPG2). In a correlation analysis, only PPG2 was significantly related to the serum E1/E2 ratio. However, after controlling for the confounding effects of body mass index (BMI) and WHR, fasting glucose was also significantly correlated with the serum E1/E2 ratio. Conclusion: Women with PCOS with a higher serum E1/E2 ratio were found to be more likely to show higher fasting insulin and postprandial glucose levels. Significant correlations were found between the serum E1/E2 ratio and both fasting and postprandial serum glucose levels after adjusting for BMI and WHR in women with PCOS.

scholarly journals PENGARUH STRATEGI PEMBELAJARAN RECIPROCAL TEACHING TERHADAP HASIL BELAJAR MATEMATIKA SISWA KELAS IV MI NIDHOMIYAH JOMBANG

2019 ◽  
Vol 1 (2) ◽  
pp. 23-28
Author(s):  
Faridatul Masruroh ◽  
Tomi Syafrudin
Keyword(s):  
Learning Outcomes ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Mathematics Learning ◽  
Learning Objectives ◽  
Independent Learning ◽  
Reciprocal Teaching ◽  
Fourth Grade Students ◽  
The Subject ◽  
Academic Year

Selection of appropriate learning strategies by teachers tailored to the subject matter, so that students can understand the subject clearly. Reciprocal Teaching is a learning strategy so that learning objectives are reached quickly through the process of independent learning. By presentation in front of a class, students are expected to achieve learning objectives and increase learning independence. This study aims to determine whether there is an influence of Reciprocal Teaching towards mathematics learning outcomes of fourth-grade students MI Nidhomiyah Jombang academic year 2018/2019. The calculation of the t-value uses SPSS 16. The result of t-value is 4,667 with sig (2 tailed)= 0,000. The data result showed that  is rejected. The researchers concluded that there is influence Reciprocal Teaching towards mathematics learning outcomes.    

Effects of nonesterified fatty acids on glucose metabolism after glucose ingestion

Diabetes ◽  
1997 ◽  
Vol 46 (10) ◽  
pp. 1586-1593 ◽  
Author(s):  
Y. T. Kruszynska ◽  
M. I. Mulford ◽  
J. G. Yu ◽  
D. A. Armstrong ◽  
J. M. Olefsky
Keyword(s):  
Fatty Acids ◽  
Glucose Metabolism ◽  
Nonesterified Fatty Acids ◽  
Glucose Ingestion
Sign in / Sign up

Export Citation Format

Share Document