title: Bridging different perspectives of the physiological and mathematical disciplines.
abstract: The goal of this report is to discuss educational approaches for bridging the different perspectives of the physiological and mathematical disciplines. These approaches can enhance the learning experience for physiology, medical, and mathematics students and simultaneously act to stimulate mathematical/physiological/clinical interdisciplinary research. While physiology education incorporates mathematics, via equations and formulas, it does not typically provide a foundation for interdisciplinary research linking mathematics and physiology. Here, we provide insights and ideas derived from interdisciplinary seminars involving mathematicians and physiologists that have been conducted over the last decade. The approaches described here can be used as templates for giving physiology and medical students insights into how sophisticated tools from mathematics can be applied and how the disciplines of mathematics and physiology can be integrated in research, thereby fostering a foundation for interdisciplinary collaboration. These templates are equally applicable to linking mathematical methods with other life and health sciences in the educational process.
authors.affiliation: Institute of Physiology, Center of Physiological Medicine, Medical University of Graz, Austria.
authors.forename: Jerry Joseph
authors.initials: JJ
authors.lastname: Batzel
authors.forename: Helmut
authors.initials: H
authors.lastname: Hinghofer-Szalkay
authors.forename: Franz
authors.initials: F
authors.lastname: Kappel
authors.forename: Daniel
authors.initials: D
authors.lastname: Schneditz
authors.forename: Thomas
authors.initials: T
authors.lastname: Kenner
authors.forename: Nandu
authors.initials: N
authors.lastname: Goswami
mesh_terms: D003479:Curriculum / Q000592:standards; D006801:Humans; D058025:Interdisciplinary Studies / Q000592:standards; D008433:Mathematics / Q000193:education* / Q000592:standards; D010827:Physiology / Q000193:education* / Q000592:standards; D013337:Students, Medical