Open AccessReflections on core concepts for undergraduate physiology programs
Author(s) -
Jenny McFarland,
Joel A. Michael
Publication year - 2020
Publication title -
advances in physiology education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.501
H-Index - 60
eISSN - 1522-1229
pISSN - 1043-4046
DOI - 10.1152/advan.00188.2019
Subject(s) - context (archaeology) , physiology , conceptual framework , core knowledge , core (optical fiber) , psychology , computer science , biology , sociology , knowledge management , social science , paleontology , telecommunications
Undergraduate education should help students build a deep, conceptual understanding of their discipline, not merely compel them to acquire factual knowledge. The core concepts for physiology (described in 2011), conceptual frameworks, and conceptual assessments are available to focus undergraduate physiology education on helping students understand and apply principles that govern and describe physiological processes. We review the context in which physiology core concepts were identified by a community of physiology educators. We explain the structure of conceptual frameworks and concept inventories and their benefit. We describe how core concepts have been used in physiology courses and departments, as communicated in publications, through presentations at physiology and biology education meetings, and within the Physiology Majors Interest Group (P-MIG). Finally, we share our recommendations and hopes for the next decade.