Foundations in Physiology: An Introductory Course Using the Core Concepts

Autor/in	Ball, Karen L.
Titel	Foundations in Physiology: An Introductory Course Using the Core Concepts
Quelle	In: Advances in Physiology Education, 47 (2023) 3, S.501-507 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ball, Karen L.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1043-4046
Schlagwörter	Physiology; Introductory Courses; Concept Formation; Curriculum Development; Private Colleges; Scaffolding (Teaching Technique); Transfer of Training; Achievement Tests; Undergraduate Students; Measures of Academic Progress + Suchen Sie Ihr Suchwort? Physiologie; Einführungskurs; Concept learning; Begriffsbildung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Privathochschule; Training; Transfer; Ausbildung; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen
Abstract	As one element of an extensive revision to program curriculum, the Integrative Physiology and Health Science Department at a small, private, liberal arts institution developed a novel introductory course for the major, focusing specifically on the "core concepts" of physiology. Intended to provide the initial step in explicit scaffolding for student success and, ultimately, transfer of knowledge across the curriculum, development and assessment of the first offering of the course were completed. In the fall of 2021, IPH 131: Foundations in Physiology was launched. The specific core concepts covered were as follows: causality, scientific reasoning, physics/chemistry, structure-function, homeostasis, flow-down gradients, cell membrane, energy, cell-cell communication, and interdependence/integration. To assess student learning, the Phys-MAPS (Measuring Achievement and Progress in Science for Physiology) assessment tool was administered to students during the first week of class and again in the final week of the semester. Average scores revealed significant learning gains by the end of the semester (0.497 ± 0.058 vs. 0.538 ± 0.108 correct as a proportion of the total number of questions, P = 0.0096). While a modest gain in learning outcomes, these data provide early evidence that a course specifically addressing the core concepts of physiology can be an appropriate introduction to the physiology curriculum. (As Provided).
Anmerkungen	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
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01