Education

As originally published in The Physiologist
Volume 46, Number 1, February 2003, pages 11

APS Archive of Teaching Resources Selected as Repository

APS is pleased to announce that the Archive of Teaching Resources (http://www.apsarchive.org) was selected to be the repository of The Renal Pelvis web by former APS President Bodil Schmidt-Nielsen and Bruce C. Graves (with hypertext editing by Terry Dwyer).

    The Renal Pelvis web site is available at http://www.apsarchive.org/renalpelvis/index.htm. The site contains a wealth of information, including video clips, animations, figures, and text. It covers the phylogeny of urine excretion in vertebrates, with special emphasis on mammals and birds, the only vertebrates known to produce concentrated urine by means of a renal medullary countercurrent system. 

    Included are discussions and visual examples of the functional and anatomical differences in their countercurrent systems. Information about the renal pelvis in various mammalian species, including humans, is presented. 

    Videos showing the urodynamic events occurring in the different parts of the hamster kidney can be viewed. A description of the process used is also presented.
An hypothesis and a simulation model of how renal pelvic peristalsis might contribute to the concentrating mechanism are presented to further explain the process. In addition, a list of suggested readings is provided for the interested viewer.

    A review article by Dwyer and Schmidt-Nielsen describing the scientific background of the material presented on the web site is published in the February 2003 issue of News in Physiological Sciences. 

    Remember that you can communicate to others on how you’ve used this resource through the comment section attached to it. 

Do you have material that you have developed to make your teaching more effective? These can be: 
  • lecture or course outlines or PowerPoint slides from a lecture that is particularly effective with your students
  • problems or cases you’ve written for your classes
  • diagram(s) that you’ve created to illustrate a specific pathway or process that seems to clarify it for your students
  • simulations or videos you have developed
  • web sites you have discovered that have valuable information for your teaching
  • teaching tools/materials that you are developing that would benefit from feedback from your colleagues
  • anything educational related to physiology, pathophysiology, or clinical physiology.

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