Save the date! The Teaching Section of the American Physiological Society (APS) will host its fourth biennial APS Institute on Teaching and Learning (ITL) in 2020.
What is the ITL? You can learn more about the APS-ITL by watching this short video.
After much anticipation and intense negotiations the APS Meeting Office has completed arrangements to hold the 2020 APS-ITL at the McNamara Alumni Center on the University of Minnesota campus. Details about registration and lodging will be coming in September – we will be staying in Centennial Hall and either single or double dorm rooms will be available; most of the meals will be included with registration. Additional information will be posted on the APS website in November.
For a sneak peek of the venue, take a look at the award-winning McNamara Alumni Center. The Institute is scheduled from the evening of Monday, June 22, until lunchtime on Friday, June 26.
We are planning a pre-conference workshop/boot camp for new instructors.
Now that we have the venue, we are organizing the schedule and inviting plenary speakers and concurrent session leaders. Although we don’t have all the details yet, we can promise an exciting, relevant slate of activities. More details will be forthcoming as they are developed – for now, mark your calendars! We hope that you will join us at the 2020 ITL and help us grow the Physiology Education Community of Practice.
Beth Beason-Abmayr is a Teaching Professor of BioSciences at Rice University and a Faculty Fellow of the Rice Center for Teaching Excellence. She earned her B.S. in Microbiology from Auburn University and her Ph.D. in Physiology & Biophysics from the University of Alabama at Birmingham. She teaches multiple course-based undergraduate research experiences (CUREs) as well as a student-centered course in comparative animal physiology. She is a co-PI on the Rice REU in Biomolecular Networks, PI of the Rice iGEM team and is a member of the iGEM Executive Judging Committee. As a National Academies Education Mentor in the Life Sciences (2012-2020), Beth is co-chair of the American Physiological Society – Institute of Teaching and Learning (APS-ITL) and is an Associate Editor for Advances in Physiology Education.
Lisa Carney Anderson, PhD, Associate Professor, Department of Integrative Biology and Physiology, University of Minnesota, Minneapolis
Unlike other disciplines who have a national society that manages undergraduate curriculum guidelines, Bachelor’s degree programs in Physiology, which largely serve pre-health students, do not. Therefore, a grassroots consortium of dedicated educators self-organized to support the development of curricular guidelines for physiology and related undergraduate programs worldwide. P-MIG’s mission is to enhance the success of physiology students/majors on a programmatic level. We are working to achieve this goal by collecting data from physiology faculty, physiology students, advisers and conference attendees and holding conferences for peer BS/BA programs in physiology and related fields. The goals are to share ideas and resources among programs, to develop and share tools for program evaluation, and ultimately to work toward curricular guidelines and support new program development.
Our group started with concerned
educators asking about physiology students who were not finding successful
careers after graduation. Beginning in
2012, these individuals started coming together, collecting data about
physiology programs and presenting their findings at physiology
conferences. Today we have a website (https://www.physiologymajors.org/), a list-serve of over 218
physiology educators, an NSF grant submitted (Wehrwein, Aquilar-Roca,
Crecelius, McFarland, Rogers) and have just held our 3rd annual
The Integrative Biology and
Physiology (IBP) Department at the University of Minnesota hosted the 3rd
Annual meeting of the P-MIG from June 18 -20th.
started on Tuesday evening, June 18, 2019 with a poster session on physiology
education including topics such as program organization, learning progression
of physiology concepts, active learning activities within physiology courses,
surveys of physiology curricula, surveys of physiology students and teaching interventions
for helping students.
Wednesday, June 19th, our group spent a full day engaging in
presentations and discussions. Dr.
Joseph Metzger, Chair of IBP, and Dr. Lisa Carney Anderson, Director of
Education in IBP, welcomed our 51 attendees to campus. Our conference consisted of representatives
of 17 states and 3 countries (USA, Canada and Portugal). 50% were new
attendees! The University of Minnesota has a state of the art active learning
classroom building which provided an innovative setting for our conference.
Wehrwein, P-MIG Director, set the scene by presenting the history of P-MIG and
gave an overview of the extensive data collection P-MIG members have done. Data
collection and analysis is an essential part of guiding the future actions of
Preparing Physiology students for a
Savett, Author of the Human Side of Medicine, gave a talk entitled Preparing physiology students for a
meaningful career: the role of the teacher/adviser. Dr. Savett pointed to the similarities
between the doctor-patient relationship and the teacher-student
relationship. Through stories and his
experience, he shared many pearls of wisdom about 1) developing a relationship
with advisees, 2) helping advisees see how school/work experiences are
transferable to many professions, 3) considering the past experience of the student
in tailoring advice, 4) listening without interrupting the listening, 5) looking at a situation from
different perspectives, 6) encouraging advisees to reflect on lessons learned,
7) recognizing that advisers can learn
from their students, 8) helping advisees to open up and finally 9) viewing academic
problems as a presenting complaint with differential diagnoses.
Good advising leads to good outcomes.
Crecelius & Dr. Patrick Crosswhite led a session on advising. First, good advising practices are supported
by professional organizations such as National Academic Advising Association
(NACASA) and National Association of Advisors for the Health Professions
(NAANP). Furthermore, useful data can be derived from online application
services and web resources such as http://explorehealthcareers.org/.
They also shared the perspective that career advice has to wait if
students are experiencing financial and health distress.
Crosswhite presented survey data from 31 institutions. Many advisors are working with a lot of
students, sometimes with very little training and experience. Student passivity
and scarce resources (time and money) exert challenges to advising. P-MIG could have an important role in
addressing advising gaps and barriers.
advising session, conference participants divided into discussion groups to
discuss advising programs of different sizes and types of advising offices
(centralized, de-centralized, informal).
The analysis of the discussions are ongoing.
Mindfulness and Physiology
Haramati, Professor in Integrative Physiology and Director of the Center for
Innovation and Leadership in Education (CENTILE; https://centile.georgetown.edu/) gave an inspiring talk entitled Managing stress in the curriculum and the
culture: the unique opportunity for physiologists. He presented the metaphor of a fish tank
filled with beautiful tropical fish. He
asked the group to imagine that half the fish were sick. Would we conclude there is something
intrinsically wrong with the fish or would we conclude there is something
extrinsically wrong with their environment?
We would think something is wrong with the tank! Why, then, do we not recognize that the
stress of our students is due to their environment rather than the students
are equipped to support the biological basis of mindfulness and stress
management, according to Dr. Haramati.
Stress activates the hypothalamic – pituitary – adrenal axis. With acute stress, the body returns to
baseline. With chronic stress or
multiple stressful events in succession, cortisol levels remain elevated and
then the individual is less able to mount a response over time. Mindfulness training is essential for
enabling individuals to return to baseline and developing resilience in the
face of stress. As faculty, we must
address mindfulness in the curriculum and model good stress management for the
sake of our work and the sake of our students.
Professional Skills Development is as
important as Teaching Physiology Content
skills working group has been developing and revising a list of skills that our
physiology graduates should hone during their undergraduate programs. From their work, a baccalaureate prepared
physiology major should be able to think critically, communicate effectively,
behave in a socially responsible manner and demonstrate laboratory proficiency. Dr. Michelle French, Dr. Julia Choate and Dr.
Randy Bryner crafted an inventory with several examples/descriptors of each
main category. The attendees broke into
small groups for discussion of the skills listed in the inventory.
the discussion centered on the following:
Mastery versus familiarity. There are some skills that we may expect our
students to master and other skills we would expect our students to be familiar
with. Mastery versus familiarity might
vary from program to program depending on the program goals and department
facilities. PMIG might suggest an
inventory of skills and departments could choose which are relevant, doable and
measurable for their program.
What kinds of lab skills?
Hands on data collection experience is important so that students can
understand the essentials of keeping a lab notebook, documenting their work,
measurement and error, and ethical interpretation of data. Is there a set of
lab skills our students need so they can be employed by academic or industry
Reading and analysis of the primary
literature. Should undergraduates be familiar with reading
primary literature whereas mastery would come in graduate school? What are ways we can hold our students
accountable when we assign primary literature readings?
We can directly measure student’s ability to write and evaluating data
by assigning projects in which they perform these skills. There are two aspects
of assessment: how students are performing in the classroom and the success of
the program in teaching professional skills.
There are validated tools that measure some of the “soft skills” such as
empathy, teamwork, and self-efficacy.
Attendees provided written feedback on the paper copies of skill inventories and the professional skill group will revise the inventory based on the feedback. P-MIG will invite feedback from recent graduates and disseminate the results in journals, faculty meetings and future conference presentations.
The Future of Physiology Panel
Rodrigues, Professor and Chair of
Human Physiology and Pathophysiology at Universidade Lusófona, led a
panel discussion with about 20 of the conference attendees (Chairs,
researchers, consultants and educators) regarding the future of physiology. Dr. Rodrigues is gathering data for a global
strategic plan for the discovery and dissemination of physiology knowledge. A list of panel questions can be found on the
P-MIG meeting site (https://www.physiologymajors.org/2019-info). We look forward to reports of his
research at future P-MIG meetings.
What are the Core Concepts, how
should we use and assess them?
Stanescu presented the history of the Core Concepts of Physiology. Physiology
core concepts were identified from surveys of physiology faculty at 2-year
colleges, 4-year colleges & universities and medical or other professional
schools. The development and unpacking
of core concepts has been published in Advances
in Physiology Education and captured in The Core Concepts of Physiology:
A new paradigm for teaching physiology by Michael, Cliff, McFarland, Modell,
and Wright. The core concepts include:
causality, cell-cell communication, cell membrane, cell theory, energy,
evolution, flow down gradients, genes to proteins, homeostasis,
interdependence, levels of organization, mass balance, physics/chemistry,
scientific reasoning and structure/function.
The physiology core concepts are not meant to define the science of
physiology, rather they are concepts to guide the 1) teaching of a physiology
course, 2) offering of a physiology curriculum or 3) learning by a physiology
student. Data collection from 6
physiology programs thus far suggest that different programs stress different
core concepts. The objective is not for
all programs to be the same; the objective is for there to be tools and
resources for programs to use core concepts in a way that makes sense to their
Concepts working group has been collecting data on the perceptions and use of
the core concepts through faculty, program, and student surveys. This group has developed a framework for
using the core concepts in national guidelines.
Dr. Chris Shaltry is developing and testing curricular mapping software
to identify gaps and content overlap; Dr. Shaltry presented his work via
videoconferencing. The goal is to better
understand our physiology programs and provide evidence that student
achievement can be tracked and compared to standards that align with course and
Dr. Jennifer Rogers presented data from the student survey. Several issues from the data stand out. First, 60% of student respondents have taken course work at community colleges; transferring coursework presents challenges in terms of assessing if and when students have met programmatic outcomes. Second, student respondents plan to engage in 3 or more experiential learning activities such as job shadowing, volunteering, internships, employment, research, service-based learning or study abroad experiences; P-MIG may be a resource for educating students and programs about experiential learning as students complete their degrees or take gap years. In this sample, 17 to 29% of the respondents report that they have mastered each of the core concepts, think they are important for their future careers and expect to remember the concepts in 5 years, though there was not a large difference between the core concepts. Of the 15 core concepts, homeostasis scores the highest, which is consistent with faculty and program rankings which also stress homeostasis.
Concepts working group is a larger group and discussions after the presentation
led to the proposal that the group be split into two subcommittees: one for
implementing core concept based teaching in the classroom and a second for
curricular mapping and assessment of the core concepts.
University of Minnesota Career
Readiness Team: A Model Curriculum for Teaching and Assessing Career Readiness
of Liberal Arts (CLA) at the University of Minnesota has 32 departments, 14000
undergraduate students and 69 majors.
CLA invested in a career readiness curriculum because the CLA faculty
want desirable graduates who can articulate the value of their degrees. The focus of the curriculum is to help
students translate their educational experience into a language that others,
particularly employers, can understand. Development of the curriculum is
explained in the U of MN’s curricular guide which can be found at the P-MIG
2019 meeting site.
and advisers use various levels of communication to tell students about career
readiness and explain the use of an online RATE tool (reflect, articulate,
translate, and evaluate). Students can
use online exercises to reflect upon their college experiences, articulate the
value of the experience, translate the experience to a professional skill, and
evaluate their own progress toward professional skill mastery. However, students need an incentive to use
the tool. Given that faculty have the most contact with students, use of the
RATE assessment activities and career readiness outcomes should be embedded in
course work. Currently the readiness team is working to help faculty and
departments integrate the career readiness tools and assessments into CLA
programs. Faculty can become Career
Readiness Teaching Fellows to help other faculty incorporate career readiness
into their programs.
WOW what a meeting!
together many groups and people. This conference allows us to talk about our
issues. The grassroots nature of P-MIG speaks to the need and desire for this
that often come up:
Are you forming a new society? No, our group cuts across already established societies such as The American Physiological Society (APS), Association of Chairs of Departments of Physiology (ACDP), Human Anatomy and Physiology Society (HAPS), Society for the Advancement of Biology Education Research (SABER), and others. We are not a competing society; we are simply a grassroots collective of undergraduate physiology educators creating a space for ideas and innovation.
Why don’t you join your meeting with another conference? We have given this a lot thought and discussion. Many of our educators may be teaching during the meeting time of other conferences. Those that attend other conferences may have students with them. It really feels right to us that we should find a time when our members can attend when their teaching loads are not as high and they are not supervising students. We are making a concerted effort to provide opportunities for teachers who may have limited travel funds. If our group reaches a consensus that joining another conference is the right thing to do, then we will join another conference.
How is P-MIG different than HAPS?One of our conference attendees who is a member of HAPS, said it best. “I love HAPS! When I want to learn about what is going on in the classroom, I go to HAPS. When I want to know what is happening on the program level, I look to P-MIG.”
Will you share your data? Yes! The data we have collected is freely available to anyone who asks by contacting Erica Wehrwein (email@example.com) or by visiting the website to listen to recordings of the presentations from all 3 conferences.
Come Join Us!
The 4th annual meeting will be held at the University of Oregon in Eugene Oregon, July 11-13, 2020. Opportunities abound!
Lisa Carney Anderson Biography
Lisa Carney Anderson is an Associate Professor in the Department of Integrative Biology and Physiology at the University of Minnesota. She completed her doctoral training in muscle physiology at the University of Minnesota. She directs the first year medical physiology course. She also teaches nurse anesthesia students, dental students and undergraduates. She is the 2012 recipient of the Didactic Instructor of the Year Award from the American Association of Nurse Anesthesia. She co-authored a physiology workbook called Cells to Systems: Critical thinking exercises in Physiology, Kendall Hunt Press. Dr. Anderson’s teaching interests include encouraging active learning through retrieval and assessment of student reflection. She has joined the APS Teaching Section governance as Secretary.
As a start, ponder what you think that title means!
File that thought away for a minute, we will come back to it. For many years now, I have been considering this topic. As educators, our whole life is spent as conversants in many different situations. We converse with each other, either one on one, or with small groups or large groups in classes. Words are how we convey the context of our lectures, instructions, research, or simple daily conversations. The meaning of each word is important to the conveyed meaning of our intended outcomes. We write texts to support our teaching. We write articles to publicize our research findings. We generate a tremendous volume of recorded, typed and spoken communications using words to convey the exact meaning of what we want to say. The intent of many of these communications is to deliver a very specific meaning to the person or persons who are the intended target of our words.
Let that last statement sink in a minute………….
Now think back to the question I asked earlier about the title of this blog. What did you think I meant? Was your first thought a little confusing, trying to think of a word that no longer has any meaning whatsoever. If so, you have just demonstrated my point. You, as the recipient of my words, took the meaning of my words literally. However, my intent was to propose and describe words that have so many meanings that the mere use of the word in a conversation introduces significant misunderstandings between the conversants. Even to the point that when the conversation is over both parties are sure they know what was being said by the other participant(s), yet in reality neither party is aware of the actual meaning intended by the other conversant. The intended meaning of the message was not received with the same meaning by the other participant in the conversation. I first noticed this when discussing curriculum design with colleagues at national meetings. Over the past 10 years, this has become increasingly apparent to me when discussing the development of “integrated curricula”. The use of the term “integration” in many conversations has generated my current perspective.
What does “integration” mean? Google definition… “The action or process of integrating” which means to combine one thing with another so that they become whole.
In the world of educators, this could be integration between two instructors, between two classes or disciplines, between clinical and basic science curricula or many other combinations. Many conversations that I have had over the years have led to misunderstandings of meaning to the point of stopping the conversation and having a discussion as to the meaning of the word integration for each person involved. In the process of curriculum design, a tremendous amount of time is spent trying to force “integration” by teaming faculty together in a single classroom at one time. Sometimes this works, other times it does not. I have come to realize that “true integration” must occur in the recipients mind regardless of modality of the delivery. In summary, for educators this means that as always, integration is an achievement in the mind of the student that comes from the student’s dedication and hard work regardless of the number of faculty involved or the effort expended by their teachers. I challenge each of you as educators to think about this and try to help me define other words that fall in the same category as “integration” and respond with other words that may similarly have too many meanings to the point that they “have lost their meaning”…
I will start with these: active learning, clinical relevance…
David Osborne has 26 years of teaching and research experience. He is a whole animal Physiologist, with a research interest in Gastrointestinal Physiology. He is a member of IAMSE and the American Physiological Society (APS) with primary affiliations with the Teaching Section and the Gastrointestinal Section. He is a founding member of APPEL (Affiliation of Professional Physiology Education Leaders), which is an organized group of Physiology course directors dedicated to the preparation of students for professional service such as medicine and dentistry. He has taught Physiology, Biochemistry and Histology in undergraduate, graduate and medical school environments. He joined Burrell College of Osteopathic Medicine (BCOM) as Professor of Physiology and Chair of the Department of Physiology and Pathology, after being a founding member of the faculty that developed the El Paso campus of Texas Tech Health Sciences Center (Paul L Foster School of Medicine, PLFSOM) into a freestanding four-year medical school. He was instrumental in developing the physiology curriculum and driving the integration of basic science disciplines with clinical application. He is currently the Assistant Dean for Curriculum at BCOM. His research focus is two-fold. The focus of his scientific research has been to investigate the factors that influence the normal growth of the intestinal epithelial cell lining. His research has applications related to understanding Colon Cancer and in pursuing the successful use of intestinal transplants following removal of the intestines. His other focus is in education research where he has been investigating methods to deliver complex scientific concepts to naive and experienced students in a more effective manner. Most recently, he has been investigating the use of the “Flipped Classroom” in application to medical education.