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Physiology has been taught in British medical schools for a century and a half, but since about 1990, physiology teaching for medical students has been cut by more than fifty percent.During this time, medical student numbers have doubled.This bloating in numbers has outgrown the capacity of staff and space available to teach and accommodate them appropriately.Consequently, practical physiology training has been virtually eliminated.
Physiology studies the relationships between living states at all levels of biological organization, from molecules to organ systems.It is the key to understanding organ function and dysfunction.Some view physiology as an old-fashioned and mechanical approach to science rooted in a philosophy antagonistic to the statistical methodologies adopted by clinical science, such as epidemiology and human population genetics.But in fact this view is baseless；physiology has long since rejected its historical distrust of statistical evidence and enthusiastically embraces new methods, abstract molecular genetics, which shed light on biological processes.
Problem Based Learning (PBL), imported from North America was widely adopted in various guises throughout the UK medical schools during the 1990s. It avowedly aims to encourage self-directed learning and to erase the artificial barriers between theologies by promoting an integrated or "holistic" approach to medicine.It was also seen as a means of shifting the increased teaching load away from active researchers to non-specialist "facilitating" staff.But its adoption has meant a comprehensive loss of autonomy of the biological scientists who have participated in this venture.Clinicians now take a leading role in pre-clinical teaching, largely displacing pre-clinical scientists who are more in touch with basic physiological processes.Scientific content taught in the context of clinical problems omits much basic science, which is regarded as inessential digression from the clinical problems upon which the course is centered.PBL is much more appropriately suited to medical teaching in North America, where every medical student has studied biological sciences at college level prior to entering medical school.Undergraduate British medical students only rarely have equivalent experience, so realistically can only be expected to integrate knowledge and solve problems once they have acquired a firm understanding of basic sciences.
Another factor contributing to the decline of physiology courses has been the loss of physiology departments as a result of their merging with schools of biological, life, health, or medical sciences.Resource allocation within the preclinical schools, formerly controlled by academics working at the pre-clinical faculty or departmental level, is now centralized and controlled by senior administrators and clinicians.The financial and man power resources are redirected toward the more highly prioritized needs of the medical school rather than to science departments. Although the "old fashioned approach" of incorporating extensive laboratory courses in physiology into medical and medical science courses is costly in time,labor and space, their omission may prove to be even more costly.Eventually British graduates will lose out to their competitors trained in Continental Europe, where universities mostly still devote serious attention to teaching practical skills to medical and science undergraduates.
In the first paragraph, the author introduces his topic by______
A
B
C
D
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答案：
解析：
文章第一段描述了生理学教学在医学领域的重要性逐渐降低的现象，并且强调了自上世纪末以来生理学教学被削减的程度和所带来的后果。因此，作者在第一段通过解释这种现象来引入文章的主题，答案为D。
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本文链接：In the first paragraph, the author introduces his
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