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Teaching Physiology to the Extreme: Learning through Human Outliers

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Title: Teaching Physiology to the Extreme: Learning through Human Outliers
Language: English
Authors: Madison J. Fry, Zachary A. Riley (ORCID 0000-0001-7656-1398)
Source: Advances in Physiology Education. 2026 50(1):106-111.
Availability: American Physiological Society. 9650 Rockville Pike, Bethesda, MD 20814-3991. Tel: 301-634-7164; Fax: 301-634-7241; e-mail: webmaster@the-aps.org; Web site: https://www.physiology.org/journal/advances
Peer Reviewed: Y
Page Count: 6
Publication Date: 2026
Document Type: Journal Articles
Reports - Descriptive
Education Level: Higher Education
Postsecondary Education
Descriptors: Physiology, College Science, Instructional Innovation, Science Instruction, Graduate Study, Discussion (Teaching Technique), Active Learning, Athletics, Athletes
DOI: 10.1152/advan.00225.2025
ISSN: 1043-4046
1522-1229
Abstract: There are many ways to deliver physiology education as an interdisciplinary subject, yet a lot of them can be dry or considered boring by students because of the subject matter. Several years ago, the idea was introduced of teaching physiology based on superheroes. Learning physiology in the context of these mythical people with superpowers is much more stimulating. However, it lacks a translational component because humans are not faster than a speeding bullet or stronger than a locomotive. We have taken this same basic concept and applied it to the extremes or outliers of human physiology. What is unique or special about the physiology of individuals like Lionel Messi? Michael Jordan? Usain Bolt? We give examples of two research reviews that we examine in a graduate course on physiology and also provide a framework for how the content is discussed in the classroom.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1497545
Database: ERIC
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  Value: <anid>AN0192623359;apu01mar.26;2026Apr01.05:47;v2.2.500</anid> <title id="AN0192623359-1">Teaching physiology to the extreme: learning through human outliers </title> <sbt id="AN0192623359-2">INTRODUCTION</sbt> <p>There are many ways to deliver physiology education as an interdisciplinary subject, yet a lot of them can be dry or considered boring by students because of the subject matter. Several years ago, the idea was introduced of teaching physiology based on superheroes. Learning physiology in the context of these mythical people with superpowers is much more stimulating. However, it lacks a translational component because humans are not faster than a speeding bullet or stronger than a locomotive. We have taken this same basic concept and applied it to the extremes or outliers of human physiology. What is unique or special about the physiology of individuals like Lionel Messi? Michael Jordan? Usain Bolt? We give examples of two research reviews that we examine in a graduate course on physiology and also provide a framework for how the content is discussed in the classroom. NEW & NOTEWORTHY We discuss a novel way of delivering physiology education based loosely on the previous discussion of superhero physiology. Rather than using examples that are not realistic, we use examples of human outliers.</p> <p>There are hundreds of ways to deliver physiology-based curriculum to undergraduate and graduate students. Many are based on pedagogy methods such as active learning ([<reflink idref="bib1" id="ref1">1</reflink>], [<reflink idref="bib2" id="ref2">2</reflink>]), experiential learning ([<reflink idref="bib3" id="ref3">3</reflink>]), and teaching simulations ([<reflink idref="bib4" id="ref4">4</reflink>]), whereas many others are still centered around traditional lecture-based delivery. Although the teaching method is important, the content is far more important. To that end, physiology as subject matter has had an identity problem for many years, simply because it is an interdisciplinary science ([<reflink idref="bib5" id="ref5">5</reflink>]). Whether it is at the level of the system, cell, or molecule, the analogy exists that they are all examining the same camera photo, just subject to different levels of zoom. Unfortunately, many students studying physiology in the current environment get bored staring at the camera photo, no matter what level of zoom, and would instead rather be staring at TikTok, Instagram, Snapchat, or other social media ([<reflink idref="bib6" id="ref6">6</reflink>], [<reflink idref="bib7" id="ref7">7</reflink>]).</p> <hd id="AN0192623359-3">SUPERHERO PHYSIOLOGY</hd> <p>As physiology educators, we can complain about the brain drain of social media or we can put forward a competitive alternative for the attention of the student. We cannot change the content that makes up the interdisciplinary field of physiology, but we can change the context through which it is applied. There is no better example of this than when Zehr first published his book <emph>Becoming Batman: the Possibility of a Superhero</emph> ([<reflink idref="bib8" id="ref8">8</reflink>]). Despite Batman not having any extraphysical abilities or "superpowers," it is inherently more interesting to learn about Batman's potential physiology than it is to learn about the physiology of a similar-aged, sedentary, prehypertensive, prediabetic, moderately overweight male who sits in a cubicle all day. From the perspective of a clinician, obviously it is going to be more important to understand the physiology of the latter, but it is a lot easier to grasp the concepts applied to the Dark Knight. Since that time, the concept of superhero physiology has become more prevalent and been used in many different contexts ([<reflink idref="bib9" id="ref9">9</reflink>]–[<reflink idref="bib12" id="ref10">12</reflink>]).It is interesting to think about how Captain America's Super Soldier Serum and exposure to Vita-Rays could have, in an instant, changed his body mass, skeletal muscle properties, and cardiovascular capabilities ([<reflink idref="bib9" id="ref11">9</reflink>]). Alternatively, you can use Hawkeye's advanced eyesight to teach vision ([<reflink idref="bib13" id="ref12">13</reflink>]) or Ironman to explain brain-machine interfaces ([<reflink idref="bib14" id="ref13">14</reflink>]). Each of these captures the imagination and opens up much more discussion than studying a PowerPoint slide with the cAMP signaling pathway or Krebs cycle on it. This is not to say that learning these processes is unimportant, but rather that you could learn them in the context of these superpowers. What changes? What doesn't? Where are the optimal targets for manipulation? What are the rate-limiting steps? As already discussed by Brown et al. ([<reflink idref="bib9" id="ref14">9</reflink>]), you can have unlimited discussions, case studies, and class projects centered on a superhero, a superpower, or a single physiological system that would have to change in response to these extra abilities.The only one significant drawback to the chimeric world of superheroes is just that it does not actually exist (not to be argumentative here). Consequently, it is difficult to relate Wolverine's rapid regeneration and immunity to the physiology of a burn victim or someone undergoing chemotherapy. What makes superheroes so super is that what they do is outside the realm of physiological possibility. Interestingly, according to the website Ranker, which is a democratized public voting website, Batman is the top-ranked superhero of all time in comic books (<ulink href="http://www.ranker.com">www.ranker.com</ulink>). To obtain that ranking is quite a feat, particularly for someone who, as mentioned above, has no actual superpowers other than wealth and potential influence. What we might be able to take away from this is that people are more interested in what may be considered optimal physiology rather than superhero physiology: what is obtainable, even in the world of fiction and fantasy, as opposed to what is completely unobtainable.</p> <hd id="AN0192623359-4">SUPERHEROES OR MERE MORTALS?</hd> <p>Many years ago, we implemented an alternative approach to teaching physiological principles to graduate students based loosely on the idea of superhero physiology. Our approach was to consider the limits of what is physiologically possible, or at least documented in the scientific literature, and to use that as our model for teaching this interdisciplinary subject. This does not include anecdotal accounts of "hysterical strength" such as lifting a car off a child. Instead, we focused on accounts from society, hobbies, and sports that have resulted in physiological extremes, or outliers. What has enabled Michael Phelps to achieve 23 Olympic swimming medals or Hafthor Bjornsson to deadlift 505 kg off the ground? Not to focus exclusively on sports, what enables individuals to live well past 100 or survive and thrive in extreme conditions, such as Sherpas on Mt. Everest? These scenarios, and many others, provide a look into the unique and adaptive physiology that these individuals possess. Like superhero physiology, they create an interest that is difficult to match with "normal" individuals.Over the last 10 years, we have curated a series of scientific review articles (12 in total) that fit the mold of the content we are trying to teach while also being relevant and interesting enough to leave the students wanting to learn more. For the sake of this article, we summarize two review articles that are read in the class. We discuss the main thesis of each article and then touch on some of the physiological processes that can be explained with each. It is important to note that over the time the course has been delivered, we typically switch out two or three articles as we find other research that may be more appropriate for teaching the concepts we want to include. However, these are two articles that have stayed in the rotation for several years and are a good representation of what we are wanting to display. The articles are distinct and provide different viewpoints of similar physiological processes. The first is the traditional view from the lens of extreme athletic performance, and the second discusses physiological processes shaped by environmental and ecogeographical factors.</p> <hd id="AN0192623359-5">RUNNING TOWARD THE (ALMOST) IMPOSSIBLE</hd> <p>One of easiest ways to explore physiological extremes is in the world of sports. Some of the greatest feats we see in sports today occur in the world of distance running. In fact, in 2019 the world saw Eliud Kipchoge run a sub-2 h marathon and in 2025 Faith Kipyegon attempt to break the 4-min mile as a female. These two athletes are accomplishing feats once thought impossible, and they share one thing in common: they are both Kenyan. What makes these two athletes, or certain countries, dominate the game of distance running? The review written by Wilber and Pitsiladis ([<reflink idref="bib15" id="ref15">15</reflink>]) points out that there are multiple physiological factors (genetic, cardiovascular, metabolic, and muscle) that contribute to the success of Kenyan and Ethiopian distance runners, and it provides a great basis for discussing how these factors have evolved and change with time and training.1) Genetically, the success of Kenyan and Ethiopian distance runners is thought to be due to multiple advantageous genes, as no single gene polymorphisms studied seem to provide them with an advantage over other elite athletes or even the general population. However, this gives the opportunity to discuss the distinct haplogroups that make up different regions of the world and characteristics that are present in each.2) Kenyan and Ethiopian distance runners have elite level maximal oxygen uptake (Vo<subs>2max</subs>), as studies have reported Vo<subs>2max</subs> levels between 70 and 80 mL/kg/min ([<reflink idref="bib16" id="ref16">16</reflink>], [<reflink idref="bib17" id="ref17">17</reflink>]). However, the paper reports that these values are not significantly different from those of elite distance runners in other countries, despite Kenyan and Ethiopian distance runners posting much faster distance racing times. Kenyan and Ethiopian runners also have, on average, higher hemoglobin concentrations and hematocrit levels (16.4 g/dL and 49%, respectively). These higher levels allow for better oxygen utilization and oxygen carrying capacity. These two mechanisms can be discussed in detail, as there is a long-standing debate on the relationship between Vo<subs>2max</subs> levels, hemoglobin concentrations, and other topics such as hemodilution or anemia.3) Kenyan runners have an ideal ectomorphic somatotype (slim, longer, and lighter legs), which allows them to be more biomechanically and metabolically economical. Muscularly, they also have a higher distribution of type I fibers (at least in the gastrocnemius and vastus lateralis), contributing to greater muscular endurance. These physiological characteristics can allow us to discuss the integration of cardiovascular and hematologic advantages and how they transfer to movement of the human body.What truly makes this population different is their living and training environment. Kenyan and Ethiopian runners grow up at altitude in an economic and geographical environment where their standard travel method is often running. This has led to a myriad of physiological differences in competitive Kenyan and Ethiopian runners most people cannot replicate. For the sake of comparison, the average male has a Vo<subs>2max</subs> of ∼33 mL/kg/min ([<reflink idref="bib18" id="ref18">18</reflink>]), an endomorphic somatotype ([<reflink idref="bib19" id="ref19">19</reflink>]) leaving less room to be biomechanically and metabolically efficient, and has ∼41% type 1 fibers in the vastus lateralis ([<reflink idref="bib20" id="ref20">20</reflink>]). The great feats of Kenyan and Ethiopian distance runners are nearly impossible for the average human to achieve and provide a great model to understand outliers in human physiology.</p> <hd id="AN0192623359-6">ALLEN'S RULE: TRYING TO STAY COOL</hd> <p>Different from exploring physiology through an internal genetic and biological lens, physiology can also be looked at through an external environmental lens. Joel Allen ([<reflink idref="bib21" id="ref21">21</reflink>]) took this approach when he came up with his own rule that the environment and ecogeographic location in which we live (ambient temperature and latitude to the equator) plays a role in extremity length relative to the trunk. The review article by Pomeroy et al. ([<reflink idref="bib22" id="ref22">22</reflink>]) continues to explore the idea of Allen's rule, while also exploring the influence of population history and environmental stressors (pathogen load and resource availability) on human stature, and provides a great basis for discussion on whether this rule has held up over time and how it relates to thermoregulation, metabolic efficiency, and developmental plasticity.1) Being able to maintain a constant internal temperature in any environment is an important negative feedback process in maintaining homeostasis. Because of this, thermal adaptations are thought to play a significant role in human stature and morphology. Longer limbs provide a greater surface area for evaporation, allowing for better maintenance of homeostasis in hot environments. Conversely, shorter limbs and greater body mass provide a decreased surface area, allowing for the conservation of heat in cold environments. This thermoregulatory framework allows us to discuss why some morphologies are better suited for certain climates and how the body can adapt, even with a less-than-ideal morphology, in a different environment.2) As stated above, thermoregulation is important for maintaining homeostasis, but that does come at a metabolic cost. Having short limbs allows individuals to be more metabolically efficient at least in terms of thermoregulation compared to those with long limbs resulting in greater heat dissipation ([<reflink idref="bib23" id="ref23">23</reflink>]). This opens discussion on how important human stature and body composition are for the metabolic efficiency of sport performance or general living in different environments.3) Environmental temperature and stressors (i.e. nutrition and pathogen load) have been shown to affect development plasticity. Warmer environments have been shown to increase bone growth compared to cold ([<reflink idref="bib24" id="ref24">24</reflink>], [<reflink idref="bib25" id="ref25">25</reflink>]). Nutritional inadequacy and environments with higher pathogen loads have been associated with plastic responses in human stature and relative lower limb length showing a negative relationship. This information provides the opportunity to discuss how the environment and genetics can affect the phenotypes that are expressed during development and what happens if certain phenotypes are expressed differently because of stressors.This provides further understanding and discussion about how the world and climate we live in affect human physiology. A great example, relevant to this article and also the article from Pomeroy et al. ([<reflink idref="bib22" id="ref26">22</reflink>]), are men from the Dinka tribe in South Sudan. These individuals, including former NBA basketball player Manute Bol, are some of the tallest in the world with the longest limbs, allowing for greater heat dissipation. There are many different factors that contribute to the unique phenotype of the Dinka tribe, and from a teaching perspective the discussion can include their genetic cluster in Africa, general nutrition and nutrition availability, as well as the effects of poverty, disease, and the introduction of modern health care.</p> <hd id="AN0192623359-7">COURSE DELIVERY</hd> <p>As seen above, each of these articles offers a unique perspective on physiological processes. The goal remains consistent: to entice or enthrall the students in a manner similar to studying superhero physiology but to present the content in a way that is realistic and physiologically possible. Now that the content is clarified, we need to consider how it is conveyed in the classroom. Each classroom session is broken up into two main activities: <emph>1</emph>) student group presentations over the assigned review paper and <emph>2</emph>) roundtable discussion over the assigned review paper and other tangential topics. We discuss each of these in more detail below.Each review paper is assigned to a group of three students, with the expectation of them delivering a 45-min PowerPoint presentation over it. The presentation instructions provided to the students are shown in Fig. 1. The rationale behind having the students present the material is twofold: <emph>1</emph>) it is a low-risk environment to develop research and teaching presentation skills to help mitigate public speaking fears that students may have ([<reflink idref="bib26" id="ref27">26</reflink>]), and <emph>2</emph>) it increases the students' exposure to academic and research language and improves scientific literacy through practicing science-process skills ([<reflink idref="bib27" id="ref28">27</reflink>], [<reflink idref="bib28" id="ref29">28</reflink>]). The latter could be partially addressed by just having the students read the research and write up a summary or report; however, they would miss out on the benefits of retrieval practice, which is known to aid in material retention ([<reflink idref="bib29" id="ref30">29</reflink>]). As for the former, it is well accepted that you only get better at presenting (and reducing public speaking anxiety) through practice and repeated exposure ([<reflink idref="bib30" id="ref31">30</reflink>]).</p> <p></p> <p>PHOTO (COLOR): Figure 1. Instructions provided to the students for the presentation requirement.</p> <p>Leading into the week's presentation, the students who are not presenting are expected to read the paper and come to class with three prepared questions for the roundtable discussion. The only rule given on the questions is that they cannot be answered with one word or number (e.g. "yes" or "no"), and the students hand in their questions at the end of class to count for an attendance grade.Examples of student questions from Wilber and Pitsiladis ([<reflink idref="bib15" id="ref32">15</reflink>]):1) With the extensive walking and running, for example to and from school, do Kenyan distance runners have lower perceived effort at a given level of intensity?2) Can the success of East African runners be replicated in other high-altitude regions? What if the altitudes are even more extreme, e.g. the Himalayas?3) How do mitochondrial density and oxidative enzyme activity contribute to the superior endurance capabilities observed in these athletes?4) How does a lifetime of running barefoot, or with minimal footwear, impact running economy?5) How do hormonal profiles (e.g. cortisol, testosterone) differ in these runners because of chronic training and continuous altitude exposure?After the presentation, the students are organized in a circle for a roundtable discussion based on the Socratic method of teaching. The application of the Socratic method in our roundtable discussion relies on a few key points illustrated by Delic and Bećirović ([<reflink idref="bib31" id="ref33">31</reflink>]):1) We as teachers are not teaching but rather facilitating and guiding.2) We avoid "rights" and "wrongs" and instead force them into using reasoning based on prior knowledge and experience.3) We encourage students to follow different paths of logic to strengthen their own understanding.These practices are emphasized to turn the discussion over to the presenters with the most intimate knowledge and their classmates who have prepared questions in advance. There are some additional tips that we have learned in the past decade that can be used for engaging the class in discussion. If a student is not comfortable sharing a question that they wrote, instead ask them to share their opinion on a question that is already being discussed. Encourage students to have their electronic devices out and ready. There are many times when scenarios are brought up for which additional information can be gleaned from a simple Google search and then shared with the class. Host the class in a room that has a whiteboard, as some students feel more comfortable drawing or writing out their understanding of a system or mechanism. Finally, do not be afraid to role play to have the students think from a different point of view, such as an athlete or coach.This leads to the obvious question of "What do the presentations and roundtable discussions based on the Socratic method have to do with teaching the physiology of extremes?". If you have ever tried to turn a class discussion over to students when the material is dry and boring, you quickly realize that even the brightest extroverts suddenly become quiet. Instead, using review articles that discuss physiological extremes, such as those presented above, creates interest among the students and leads to a number of "what if?" questions. The "what if?" questions from students are perfect for the roundtable environment because seemingly everyone will have an opinion or different take. As a teacher, all we then need to do is follow the three principles listed above for implementing the Socratic method. This is not failproof, as no teaching strategy is, but it seems to be appropriate for the content and topics that we cover.We have not collected formal quantitative data on student learning outcomes, but we do have student evaluation scores from the five times this class was offered over the last 10 years. These data are presented in Table 1 next to the department averages for those same semesters. There were 4.04–7.65% increases in the different student evaluation categories over the departmental averages for this class. We have also documented feedback from the written comments in the student evaluations. Below are a couple of comments received over the last 10 years:</p> <p>Table 1. Average course evaluations for the department and for this course</p> <p> <ephtml> <table><thead><tr><td /><th>Department Avg (/5)</th><th>Physiology Avg (/5)</th><th>% Increase</th></tr></thead><tbody><tr><td><p>Course</p></td><td><p>4.54</p></td><td><p>4.72</p></td><td><p>4.04</p></td></tr><tr><td><p>Instruction</p></td><td><p>4.48</p></td><td><p>4.75</p></td><td><p>5.95</p></td></tr><tr><td><p>Learning</p></td><td><p>4.52</p></td><td><p>4.81</p></td><td><p>6.42</p></td></tr><tr><td><p>Assignments</p></td><td><p>4.51</p></td><td><p>4.72</p></td><td><p>4.73</p></td></tr><tr><td><p>Communication</p></td><td><p>4.49</p></td><td><p>4.83</p></td><td><p>7.65</p></td></tr></tbody></table> </ephtml> </p> <p>The average course evaluations for the department and for this course for the 5 times it was offered (every 2 years) in the past 10 years. The general themes that were evaluated are listed in the first column. "5" is strongly agree and "1" is strongly disagree.</p> <p>"This course was very rewarding and allowed for the students to have round table discussions on topics related to the various fields we may enter as well as allowed us to think critically and discuss in a safe space."</p> <p>"I really enjoyed the layout of this course. Learning in a discussion-based setting really helped me think more critically on the topics presented. It got me excited about research and academia in general."</p> <p>There have also been comments that were useful in helping us make improvements in the class:</p> <p>"If possible, let the students pick a topic and paper for their 3rd and final presentation."</p> <p>"Pacing of class could start slower; adding in the instructor in the first one or two presentations could allow students to be better prepared before each class for discussion and be able to dedicate more time to being able to produce more in-depth and better presentations."</p> <p>Both comments will be addressed the next time the course is delivered. First, we will allow students to pick their research topic for their final presentation. We will likely need to vet the studies and topics to make sure they fit the class objectives, so we will ask them to bring three different papers in for one to be approved. Second, the instructor will deliver the very first presentation and lead the first discussion so that the students have an example to use when preparing their own.</p> <hd id="AN0192623359-8">CONCLUSIONS</hd> <p>There is a reason why the Guinness Book of World Records has sold over 155 million books globally (guinnessworldrecords.com). People are always interested in the extreme, record-breaking, or absurd. As many authors have previously stated, this is what has made superhero physiology such an interesting concept. We have attempted to take a similar approach to teaching physiological processes but have stayed grounded in what is possible, attainable, and observable. The content, combined with appropriate delivery methods that encourage active learning and participation, seem to have benefited the students through increasing attentiveness and further exploration. We hope to show that the breadth of an interdisciplinary field, such as physiology, can be used for good, just like a superpower.</p> <hd id="AN0192623359-9">DATA AVAILABILITY</hd> <p>Data will be made available upon reasonable request.</p> <hd id="AN0192623359-10">DISCLOSURES</hd> <p>No conflicts of interest, financial or otherwise, are declared by the authors.</p> <hd id="AN0192623359-11">AUTHOR CONTRIBUTIONS</hd> <p>M.J.F. and Z.A.R. prepared figures; conceived and designed research; drafted manuscript; edited and revised manuscript; approved final version of manuscript.</p> <ref id="AN0192623359-12"> <title> REFERENCES </title> <blist> <bibl id="bib1" idref="ref1" type="bt">1</bibl> <bibtext> Anderson GL, Passmore JC, Wead WB, Falcone JC, Stremel RW, Schuschke DA. Using "active learning" methods to teach physiology. MedSciEduc 21: 8–20, 2011.Crossref Google Scholar</bibtext> </blist> <blist> <bibl id="bib2" idref="ref2" type="bt">2</bibl> <bibtext> Frayer A, Zimmerman S. 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  Data: Teaching Physiology to the Extreme: Learning through Human Outliers
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  Data: <searchLink fieldCode="AR" term="%22Madison+J%2E+Fry%22">Madison J. Fry</searchLink><br /><searchLink fieldCode="AR" term="%22Zachary+A%2E+Riley%22">Zachary A. Riley</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-7656-1398">0000-0001-7656-1398</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Advances+in+Physiology+Education%22"><i>Advances in Physiology Education</i></searchLink>. 2026 50(1):106-111.
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  Data: American Physiological Society. 9650 Rockville Pike, Bethesda, MD 20814-3991. Tel: 301-634-7164; Fax: 301-634-7241; e-mail: webmaster@the-aps.org; Web site: https://www.physiology.org/journal/advances
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  Data: 6
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  Label: Publication Date
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  Data: 2026
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  Data: Journal Articles<br />Reports - Descriptive
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
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  Label: Descriptors
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  Data: <searchLink fieldCode="DE" term="%22Physiology%22">Physiology</searchLink><br /><searchLink fieldCode="DE" term="%22College+Science%22">College Science</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Innovation%22">Instructional Innovation</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Instruction%22">Science Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Graduate+Study%22">Graduate Study</searchLink><br /><searchLink fieldCode="DE" term="%22Discussion+%28Teaching+Technique%29%22">Discussion (Teaching Technique)</searchLink><br /><searchLink fieldCode="DE" term="%22Active+Learning%22">Active Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Athletics%22">Athletics</searchLink><br /><searchLink fieldCode="DE" term="%22Athletes%22">Athletes</searchLink>
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  Data: 10.1152/advan.00225.2025
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  Data: 1043-4046<br />1522-1229
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: There are many ways to deliver physiology education as an interdisciplinary subject, yet a lot of them can be dry or considered boring by students because of the subject matter. Several years ago, the idea was introduced of teaching physiology based on superheroes. Learning physiology in the context of these mythical people with superpowers is much more stimulating. However, it lacks a translational component because humans are not faster than a speeding bullet or stronger than a locomotive. We have taken this same basic concept and applied it to the extremes or outliers of human physiology. What is unique or special about the physiology of individuals like Lionel Messi? Michael Jordan? Usain Bolt? We give examples of two research reviews that we examine in a graduate course on physiology and also provide a framework for how the content is discussed in the classroom.
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  Data: 2026
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  Data: EJ1497545
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      – SubjectFull: Physiology
        Type: general
      – SubjectFull: College Science
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      – SubjectFull: Instructional Innovation
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      – TitleFull: Teaching Physiology to the Extreme: Learning through Human Outliers
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