Teaching Physiology with Core Concepts

1. Teaching Physiology with Core Concepts Joel Michael, PhD Department of Physiology & Biophysics Rush Medical College Chicago, IL

2. Acknowledgments THE CAP TEAM Joel Michael Jenny McFarland Harold Modell Mary Pat Wenderoth Bill Cliff Ann Wright (dec) NATIONAL SCIENCE FOUNDATION

3. Agenda for this afternoon 30 min The core concepts of physiology: an overview (a presentation with me talking) 5 min Break for refreshments 90 min Teaching w. core concepts (a workshop with you doing the majority of the work)

4. Let’s do a brief exercise Five (5) years after students have taken your course, when they have forgotten much or most of the details they learned, what do you want them to remember or understand? Talk to your neighbors for a minute or two and then we share your answers.

5. So, what do you want them to remember? Tell me what you want them to remember and I’ll put the items on a list here.

6. So, what do you want them to remember? “Big ideas”= “Core concepts”

7. What is a “core concept?” [A core concept is an idea that is] “well tested, validated, and absolutely central to the discipline. Each integrates many different findings and has exceptionally broad explanatory scope. Each is the source of coherence for many key concepts, principles, and even other theories in the discipline.” Duschl RA, Schweingruber HA, Shouse AW (eds). (2007). Taking science to school: Learning and teaching science in grades K-8. National Academies Press, Washington DC

8. How did we develop the list of core concepts of physiology? Conceptual assessment in biology (CAB) meeting (2007) Deliberations on core concepts of physiology (2007-2009) Surveys of physiology teaching faculty (2008-2011) Discussions and workshops at EB and HAPS meetings (2007- )

9. The core concepts of physiology(in alphabetical order)

10. The core concepts we have been working on Cell-cell communications:The function of the organism requires that cells pass information to one another to coordinate their activities. These communication processes include endocrine and neural signaling. Cell membrane:Cell plasma membranes are complex structures that determine what substances enter or leave the cell. They are essential for cell signaling, transport, and other processes. Flow down gradients:The transport of “stuff” (ions, molecules, blood, and gas) is a central process at all levels of organization in the organism, and a simple model describes such transport. Homeostasis:The internal environment of the organism is actively maintained constant by the function of cells, tissues, and organs organized into negative feedback systems. Mass balance:The quantity of “stuff” in any system, or in a compartment in a system, is determined by the inputs to and the outputs from that system or compartment. See handout for complete list and description of the 15 core concepts.

11. Our list of core concepts is NOT . . . an attempt to systematically define the science of physiology. intended to define the content of a physiology course. intended to define the content of a physiology curriculum. definitive (others could come with a different list).

12. Our list of core concepts is . . . a tool that faculty can use in designing and teaching a physiology course. a tool which faculty can use in designing a curriculum. by design, a tool to be used by students in their attempt to master physiology. intended to assist teaching and learning of physiology; if the list and its items doesn’t do that, if it lacks utility, then it should be changed.

13. What changes might we make to the list of core concepts? The original list of 8 big ideas from the CAB meeting included “information flow.” Our list of 15 core concepts includes “genes to proteins” and “cell-cell communication,” two different kinds of information flow. However, this means that the “big idea” of information is either missing or duplicated.

14. What do core concepts look like?Visual representation of homeostasis

15. Visual representation (simplified) of cell-cell communication

16. What is a conceptual framework A conceptual framework (CF) is a complete statement of the ideas that make up a core concept. We have organized our CFs heirarchically such that they resemble an outline. Some of our CFs are “flat” and others are “deep.” The depth of a CF is primarily determined by the complexity of the core concept. The process of writing a CF is often referred to as “unpacking” the core concept.

17. CF for cell membrane CM1 The cell membrane is a lipoprotein bilayer. CM1.1The bilayer consists of two layers of phospholipid molecules, each with a polar head (hydrophilic) and two non-polar (hydrophobic) tails. CM1.2The cell membrane includes a number of different types of molecules, including proteins (the fluid mosaic model). CM1.2.1 Some proteins are embedded in and span the membrane. CM1.2.2 Some proteins are attached to either the interior or exterior of the membrane.

18. What is a concept inventory? A concept inventory is a validated assessment tool that is intended to determine the extent to which the student understands a particular core concept independently of her knowledge of the details of the physiology.

19. What does it mean to “validate” a concept inventory? • It means applying a number of tests, many of them statistical, to determine that • there is content validity • the inventory is reliable (repeatable) • the inventory does discriminate between students with different levels of knowledge • items are not biased against any group (gender, first language, etc).

20. One question from a concept inventory A homeostatic control mechanism functions to maintain the concentration of X at a relatively constant level. This mechanism is functioning when the concentration of X gets too high when the concentration of X gets too low when the concentration of X gets too high or too low at all concentrations of X This is an example of an abstract question about the core concept in that it does NOT refer to an specific physiological system.

21. Another question from a concept inventory The body has a sensor that detects blood pressure but does not have a sensor that detects heart rate. Which of the following remains relatively constant when the internal or external environment changes? heart rate blood pressure both Neither This is an example of an concrete question about the core concept in that it does refer to an specific physiological system.

22. What have we accomplished to date? • Writing and validating conceptual frameworks (CFs) is time consuming. We have CFs for flow, homeostasis, and cell-cell communications. We are working on CFs for cell membrane and mass balance. (See the list of references)

23. What have we accomplished to date? • Writing and validating concept inventories is A GREAT DEAL OF WORK! We have a validated inventory for homeostasis. We are not currently working on additional inventories. (see list of references)

24. But . . . . If anyone is interesting is working on conceptual frameworks or concept inventories we would certainly be interested in helping! This is another example where it really does take a village . . . !

25. References A list of our references and some key articles is available as a handout for anyone interested. You can also see much of our work (including posters) on the web at physiologyconcepts.org.

26. Teaching Physiology with Core Concepts: A workshop Joel Michael, PhD Department of Physiology & Biophysics Rush Medical College Chicago, IL

27. Goal for the workshop • Start you, individually and collectively, thinking about and talking about how to help your students learn physiology using the core concepts of physiology as a tool.

28. Agenda for workshop • Brief introduction • Group assignments dealing with three issues related to core concepts in your course followed by discussion • Wrap up • Whether we get through all three issue will depend on whether discussion of any one issue gets particularly energetic!

30. Our group has suggested in this book that a focus on the core concepts of physiology provides an approach to better help students understand physiology. We’re going to explore a few of the issues that are discussed in this book.

31. Some of the issues with employing core concepts in a course • Which core concepts should you incorporate in your course? • When and howdo you introduce the chosen core concepts to your students? • How do you use them to help students master some topic?

32. Divide into your groups • The handouts you were given as you came in have a Group # on the top right. • The first exercise is to sort yourselves out so you can work together with others in your group. GROUP 1s will get together on your left/GROUP 2s on your right. • You should work in groups of 4-5 using the assignment packets on the table. • Put your name on the assignment sheets.

33. It is important to note. . . (1) • There are NO right answers to the exercises you will be doing, only answers that will help you help your students learn physiology! • I have my answers, but my answers may or may not be useful to you. • Thus, one goal of these exercises is that we share ideas with one another.

34. It is important to note. . . (2) • Finally, you will spend 10-12 minutes working in your groups, not enough time to fully complete any of the assignments. • But it will be enough time to get you started thinking about the issue being tackled. • It should also be enough time to stimulate a good discussion of the particular issue by the entire audience.

35. Which core concepts to use? I’ve picked what my colleagues & I more or less agree are the 5 most important (or applicable) in a typical physiology course. This list of physiology topics came from the table of contents of a number of the textbooks on my bookshelf. It is not meant to be prescriptive.

36. Core concepts we will work with Cell-cell communications:The function of the organism requires that cells pass information to one another to coordinate their activities. These communication processes include endocrine and neural signaling. Cell membrane:Cell plasma membranes are complex structures that determine what substances enter or leave the cell. They are essential for cell signaling, transport, and other processes. Flow down gradients:The transport of “stuff” (ions, molecules, blood, and gas) is a central process at all levels of organization in the organism, and a simple model describes such transport. Homeostasis:The internal environment of the organism is actively maintained constant by the function of cells, tissues, and organs organized into negative feedback systems. Mass balance:The quantity of “stuff” in any system, or in a compartment in a system, is determined by the inputs to and the outputs from that system or compartment.

37. First exercise • Each group has been given an sheet with an exercise to complete. • You will have 10 minutes to confer with one another to generate an answer to your exercise. • We will then compare the answers from each group.

38. Second exercise • Each group has a core concept to think about. Come come up with the broad outline of a plan that describes when and how to introduce to students the core concept you have been given. • You will have 10 minutes for this exercise. • We will compare notes after you are done.

39. Second exercise • Group 1 was asked to consider when and how to introduce cell-cell communication. • Group 2 was asked to consider flow down gradients.

40. Second exercise • Group 1 was asked to consider when and how to introduce cell-cell communication.

41. Second exercise • Group 2 was asked to consider when and how to introduce flow down gradients.

42. How and when to introduce the core concepts to be used? • At the beginning of the course • At the beginning of a unit of the course (ie, CV or respiratory) (3) As each particular core concept becomes most relevant

43. Consider the following grouping of core concepts • Flow down gradients • Mass balance • Homeostasis • Cell-cell communication • Cell membrane

44. Consider the following grouping of core concepts • Flow down gradients • Mass balance • Descriptions of the world, inanimate and animate • Homeostasis • Description of some artifacts & biological systems • Cell-cell communication • Cell membrane • Descriptions of biological systems only

45. How to use core concepts to master a topic?

46. Third exercise (1) • Each group has a topic (a physiological phenomenon) which your students are asked to master. • In thinking about how to help students with this topic: • Identify the relevant core concepts • Devise a plan for a learning exercise that would use the identified core concepts (i.e. how would you use the core concepts as tools for learning)

47. Third exercise (2) • You can use any of the 15 core concepts we have listed (see slide 9 above) • You can consider any kind of learning activity • Lecture • Clicker questions • Flipped classroom • Workshops • Laboratories • Or anything else you can think of

48. Topics that were assigned • The concentration/dilution mechanism of the kidney • The regulation of blood glucose concentration

49. for Topics 1 & 2 • What core concepts? • What learning activities?

50. Wrap up (1) • Which core concepts you choose to focus on will be determined by your course goals (and perhaps your students future goals). • When you introduce the core concepts you want students to use has no obvious single correct answer. • But, however you do it, it must be followed by consistent application of the core concepts.