FISIOLOGIA UMANA I M - Z

1. Knowledge and understanding

·  ​​       Describe the fundamental principles of cellular and systemic physiology.

·         Identify the mechanisms regulating organismal homeostasis.

·         Explain the integrated functioning of major physiological systems (muscular, cardiovascular, respiratory, renal, and gastrointestinal).

·         Recognize the main mechanisms of nervous, endocrine, and local regulation of physiological functions.

Assessment link: oral examination covering the points listed above.

2. Ability to apply knowledge and understanding

The student will be able to:

·         Apply physiological principles to interpret organ function.

·         Interpret simple physiological and pathophysiological scenarios.

·         Use physiological knowledge as a basis for understanding the rationale behind major pharmacological interventions.

Assessment link: oral examination covering the points listed above.

3. Making judgments

The student will be able to:

Critically analyze physiological regulatory mechanisms.

Compare different homeostatic mechanisms.

Interpret functional alterations in various body systems.

Assessment link: oral examination involving reasoning-based questions.

4. Communication skills

The student will be able to:

Explain key physiological mechanisms using appropriate scientific language.

Discuss the functional relationships between organs and systems.

Correctly use physiological terminology.

Assessment link: evaluation of the student's presentation during the oral examination.

5. Learning skills

The student will be able to:

Independently explore the topics covered in greater depth.

Retrieve scientific information using relevant bibliographic sources.

Integrate physiological knowledge with subsequent courses in the degree program.

Assessment link: oral examination covering the points listed above.

The course is primarily delivered through direct instruction (Didattica Erogativa), consisting of lectures supported by multimedia presentations and explanatory diagrams. Interactive teaching activities (Didattica Interattiva) include guided discussions, the analysis of physiological examples, the resolution of questions regarding clinical cases involving pharmacological approaches, and the interpretation of physiological graphs and tracings (e.g., ECG, spirometry); these activities aim to foster active student engagement and the development of physiological reasoning. The various teaching methods work together to achieve the learning outcomes by integrating theoretical knowledge with practical application skills.

Should the course be delivered in a hybrid or remote format, necessary adjustments to the above-described methods may be introduced to ensure adherence to the curriculum outlined in this syllabus.

1) INTRODUCTION TO THE STUDY OF PHYSIOLOGY:

- Body compartments. Osmotic pressure. Transport processes.

- Signaling pathways and signal transduction.

- Neural and hormonal communication. Resting membrane potential and introduction to the action potential. Overview of neurotransmitters and receptors. Anatomical and functional organization of the nervous system. Sympathetic and parasympathetic systems; autonomic nervous system neurotransmitters.

2) MUSCULAR SYSTEM:

- Structure of skeletal, smooth, and cardiac muscle.

- Muscle contraction mechanisms and excitation-contraction coupling.

3) CARDIOVASCULAR SYSTEM:

- Overview of the cardiovascular system.

- Pressure, volume, flow, and resistance.

- Morpho-functional aspects of blood vessels.

- Microcirculation, lymphatic function, and edema.

- Morpho-functional aspects of the myocardium and heart.

- Electrical function of the heart: excitability, cardiac automaticity, cardiac pacemakers, conduction, and refractory period.

- Mechanical function of the heart: cardiac cycle, volume changes in atria and ventricles during cycle phases and generation of heart sounds, cardiac output, Starling's law of the heart. End-systolic and end-diastolic volumes. Venous system. Specialized vascular circuits.

- Neural control of the heart: ANS, medullary and hypothalamic centers, reflex regulation of the cardiovascular system.

- Electrocardiography: Einthoven's triangle, leads and analysis of common tracings, determination of the cardiac axis and its functional significance.

- Systemic arterial pressure: systolic, diastolic, pulse pressure, and mean arterial pressure. Short- and long-term regulatory mechanisms for systemic arterial pressure. determination of systemic arterial pressure.

- Pharmacological approaches in the cardiovascular field

- Thermoregulation.

4) BLOOD

- Blood composition: formed elements and liquid component, hematocrit, plasma proteins and electrophoretic protein profile, complete blood count (CBC).

- Red blood cells: erythropoiesis and red blood cell destruction (hemocatheresis), heme metabolism (revisited in the digestive system regarding bile salts), respiratory functions of red blood cells, hemoglobin affinity for respiratory gases, O2 uptake and release by hemoglobin. Pathophysiological implications: anemias.

- Oxygen dissociation curves. Oxygen and carbon dioxide transport. pH regulation.

- Platelets: functions, hemostasis, and coagulation.

- Lymphatic system: lymph nodes, lymph composition and function. Blood-tissue barrier.

5) RESPIRATORY SYSTEM

- Functions of the upper airways.

- Generation of pressure gradients: inspiration and expiration.

- Role of respiratory muscles and importance of the pleurae.

- Definitions of pulmonary compliance and elasticity. Airway resistance to flow.

- Effects of surface tension on respiration and the role of surfactant.

- Definitions of pulmonary compliance and elasticity and their clinical applications.

- Spirometry: lung volumes and capacities. Ventilation/perfusion coupling (V/Q ratio).

- Regulation of respiration: pneumotaxic and apneustic centers, dorsal and ventral respiratory groups.

- Generation of neural signals and mechanical transduction: respiratory rate and depth.

- Central and peripheral chemoreceptors.

- pH regulation.

- Respiratory adaptations to physical exercise.

6) URINARY SYSTEM

- Kidney anatomy and functions.

- The nephron. Differences between cortical and juxtamedullary nephrons. The renal vascular bed.

- Glomerulus and glomerular filtration. Filtration and glomerular filtration rate (GFR).

- Regulation of GFR via the myogenic mechanism and tubuloglomerular feedback.

- Clearance: definition and clinical use. Difference between inulin/creatinine clearance and para-aminohippuric acid clearance. The concepts of renal threshold and maximum tubular transport. Glucose reabsorption and the onset of glycosuria.

- Tubular functions. Water and solute transport processes. Loop of Henle and the countercurrent multiplication mechanism, including the role of the vasa recta. Role of vasopressin and aldosterone.

- Control of systemic arterial blood pressure. Control of osmolarity. Regulation of body fluid composition and volume. Endocrine functions.

- Osmotic diuresis and water diuresis.

- Pharmacological approaches.

- pH regulation.

- Physiology of the urinary bladder: filling and emptying. Role of the nervous system.

7) GASTROINTESTINAL SYSTEM, METABOLISM, AND NUTRITION

- Metabolism and an overview of biochemical aspects. Calorimetry and nutritional/energy requirements. Principles of dietetics and nutritional needs across different life stages.

- Anatomical and functional organization of the digestive system.

- Identification of the enteric nervous system and its relationship to the autonomic nervous system. Long and short reflexes. Interstitial cells of Cajal, slow-wave potentials, and the function of the neural network.

- Gastrointestinal motility.

- Digestive processes: the digestive tract. Mastication. Salivary secretion. Composition and function of saliva. Conditioned reflexes. Swallowing. Gastric filling.

- Neural and humoral regulation of gastric secretion. Gastrointestinal hormones. Pancreatic secretion. Pancreatic juice. Secretion in the small intestine and colon.

- Liver: the functional unit of the liver. Hepatic portal system. Overview of main liver functions. Bile synthesis and excretion. Hepatic bile and gallbladder bile. Entero-hepato-biliary circulation. Hemoglobin degradation process.

- Defecation and vomiting.

- Hunger and satiety centers. Neural and hormonal involvement in hunger and satiety processes. Overview of hormones involved in energy and metabolic processes and thermoregulation.

In accordance with the RDA, Art. 12 – University Educational Credits (CFU). The standard student workload of 25 total hours, corresponding to one credit, may include:

a) 7 hours dedicated to lectures or equivalent teaching activities, with the remainder devoted to independent study; b) at least 12 and no more than 15 hours dedicated to classroom exercises or equivalent supervised activities (laboratories), with the remainder devoted to study and personal review.

Carbone, Aicardi, Maggi - FISIOLOGIA  EdiSES 

Stanfield - FISIOLOGIA  EdiSES

Silverthorn - FISIOLOGIA  Pearson Italia

Competence assessment will take place via an individual oral interview (lasting approximately 20–25 minutes) designed to verify knowledge of the topics covered in the course. Depending on the number of candidates, exams may be spread over several days according to a schedule determined on the day of the roll call or, if possible, in advance based on received bookings. In such cases, the schedule will be duly publicized. The individual interview will assess knowledge of course content and the ability to apply this knowledge in an educational context; the capacity for independent reflection, clear presentation, and critical synthesis; and the use of language appropriate to the specific discipline. Grades will be awarded on a scale of 30, ranging from 18/30 to 30/30 *cum laude*, based on the level of knowledge, competence, and skills demonstrated.

Exam not passed: the student struggles to navigate the course content, and their preparation reveals gaps in understanding and the inappropriate use of scientific terminology.

Grade 18–21: corresponds to a performance demonstrating limited and superficial knowledge of the course content, minimal critical insight or depth of analysis, and imprecise use of scientific terminology.

Grade 22–25: corresponds to a performance demonstrating generally adequate knowledge of the course content (though potentially relying heavily on rote memorization), a moderate level of critical insight and depth of analysis, and appropriate use of scientific terminology.

Grade 26–28: corresponds to a performance demonstrating in-depth, organized, and precise knowledge of the course content, mastery of scientific terminology, and strong critical insight and depth of analysis.

Grade 29–30 with honors: this grade corresponds to an exam performance demonstrating in-depth knowledge of physiology topics, characterized by the integration of concepts and excellent communication skills and command of language.

Assessment may also be conducted online, should circumstances require it.

Exam dates are published on the Degree Course website:

https://www.dsf.unict.it/it/corsi/lm-13/calendario-esami

INFORMATION FOR STUDENTS WITH DISABILITIES AND/OR SPECIFIC LEARNING DISORDERS (SLD)

Learning assessment may also be carried out on-line, should the conditions require it. To ensure equal opportunities and in compliance with current laws, interested students may request a personal interview in order to plan any compensatory and/or dispensatory measures based on educational objectives and specific needs. Students can also contact the CInAP (Centro per l’integrazione Attiva e Partecipata — Servizi per le Disabilità e/o i DSA, (https://www.cinap.unict.it/content/referenti) and referring teacher (prof.ssa Santina Chiechio email: santina.chiechio@unict.it) within of department.

EXAMPLES OF FREQUENT QUESTIONS AND/OR EXERCISES

The questions will cover the full range of topics listed in the syllabus.

Examples of questions include:

1) Describe the processes of renal filtration, starting with the structure of the nephron.

2) Discuss the processes regulating systemic arterial blood pressure.

3) Outline the characteristics of gastrointestinal motility.