Core concepts in physiology: teaching homeostasis through pattern recognition

Chatbot responses suggest that hypothetical biology questions are harder than realistic ones

The biology education literature includes compelling assertions that unfamiliar problems are especially useful for revealing students' true understanding of biology. However, there is only limited evidence that such novel problems have different cognitive requirements than more familiar problems. Here, we sought additional evidence by using chatbots based on large language models as models of biology students. For human physiology and cell biology, we developed sets of realistic and hypothetical problems matched to the same lesson learning objectives (LLOs). Problems were considered hypothetical if (i) known biological entities (molecules and organs) were given atypical or counterfactual properties (redefinition) or (ii) fictitious biological entities were introduced (invention). Several chatbots scored significantly worse on hypothetical problems than on realistic problems, with scores declining by an average of 13%. Among hypothetical questions, redefinition questions appeared especially difficult, with many chatbots scoring as if guessing randomly. These results suggest that, for a given LLO, hypothetical problems may have different cognitive demands than realistic problems and may more accurately reveal students' ability to apply biology core concepts to diverse contexts. The Test Question Templates (TQT) framework, which explicitly connects LLOs with examples of assessment questions, can help educators generate problems that are challenging (due to their novelty), yet fair (due to their alignment with pre-specified LLOs). Finally, ChatGPT's rapid improvement toward expert-level answers suggests that future educators cannot reasonably expect to ignore or outwit chatbots but must do what we can to make assessments fair and equitable.

Unpacking and validating the "integration" core concept of physiology by an Australian team

Consensus was reached on seven core concepts of physiology using the Delphi method, including "integration," outlined by the descriptor "cells, tissues, organs, and organ systems interact to create and sustain life." This core concept was unpacked by a team of 3 Australian physiology educators into hierarchical levels, identifying 5 themes and 10 subthemes, up to 1 level deep. The unpacked core concept was then circulated among 23 experienced physiology educators for comments and to rate both level of importance and level of difficulty for each theme and subtheme. Data were analyzed using a one-way ANOVA to compare between and within themes. The main theme (theme 1: the body is organized within a hierarchy of structures, from atoms to molecules, cells, tissues, organs, and organ systems) was almost universally rated as Essential. Interestingly, the main theme was also rated between Slightly Difficult to Not Difficult, which was significantly different from all other subthemes. There were two separate subsets of themes in relation to importance, with three themes rating between Essential and Important and the two other themes rating as Important. Two subsets in the difficulty of the main themes were also identified. While many core concepts can be taught concurrently, Integration requires the application of prior knowledge, with the expectation that learners should be able to apply concepts from "cell-cell communication," "homeostasis," and "structure and function," before understanding the overall Integration core concept. As such, themes from the Integration core concept should be taught within the endmost semesters of a Physiology program.NEW & NOTEWORTHY This article proposes the inclusion of a core concept regarding "integration" into physiology-based curricula, with the descriptor "cells, tissues, organs, and organ systems interact to create and sustain life." This concept expands prior knowledge and applies physiological understanding to real-world scenarios and introduces contexts such as medications, diseases, and aging to the student learning experience. To comprehend the topics within the Integration core concept, students will need to apply learned material from earlier semesters.

Examining the impact of the core principles of physiology with prelicensure BSN and BSES students: a qualitative analysis

This article will 1) initially outline first-year nursing and undergraduate exercise sciences student perspectives on examinations of the 2011 Michael-McFarland (M-M2011) core principles in physiology through an anonymous online survey, and 2) model an updated approach based on these qualitative findings. Briefly, for the first perspective (i of iii), 93.70% of the 127 respondents answered whether "homeostasis" was important to understanding healthcare topics or diseases introduced in the course agreed; this matches the M-M2011 rankings. A close second was "interdependence" at 93.65% (of 126 responses). However, in this regard "cell membrane" was identified as least important (which is in contrast with the 2011 M-M rankings, as "cell membrane" tied as the no. 1 ranked core principle) with only 66.93% (of 127 responses) agreeing. The next perspective (ii; in preparation for physiology topics on licensure exams), "interdependence" topped the list with 91.13% (of 124 respondents) agreeing to its importance. For the second (ii) perspective, "structure/function" had 87.10% (of 124 respondents) in agreement, with "homeostasis" in a near tie (86.40% of 125 responses). Again, "cell membrane" was the least with only 52.38% (of 126 student responses) agreeing. For the third perspective (iii; careers in healthcare), again "cell membrane" trailed at 51.20% (of 125 responses) agreeing to its importance, with "interdependence" (88.80% of 125 responses), with "structure/function" (87.20% of 125 responses) and "homeostasis" (86.40% of 125 responses) topping the list of important concepts (principles) needed for careers in healthcare. Finally, the author presents a "Top Ten" List of Core Principles of Human Physiology for Undergraduate Health Professions students, based on the survey.NEW & NOTEWORTHY This article will 1) outline prelicensure nursing and exercise sciences student perspective examinations of the 2011 Michael-McFarland (M-M 2011) core principles in physiology through an anonymous online survey, and 2) model an updated approach largely based on qualitative survey responses from first-year nursing students. As a result, the author presents a "Top Ten" List of Core Principles of Human Physiology for Undergraduate Health Professions students.

Concept mapping: An aid to teaching and learning: AMEE Guide No. 157

Concept maps are graphic representations that learners draw to depict their understanding of the meaning of a set of concepts. Concept maps can be a useful learning strategy in medical education. The purpose of this guide is to provide an understanding of the theoretical basis and instructional use of concept mapping in health professions education. The guide describes the key elements of a concept map and underscores the critical components of the implementation process, from the introduction of the activity to the use of different mapping techniques, based on purpose and context. This guide also examines the learning opportunities offered by collaborative concept mapping, including co-construction of knowledge, and provides suggestions for the use of concept mapping as an assessment for learning. Implications for the use of concept mapping as a tool for remediation are mentioned. Finally, the guide describes some of the challenges related to the implementation of this strategy.

Exploring physiology instructors' use of core concepts: pedagogical factors that influence choice of course topics

The physiology core concepts are designed to guide instructors in undergraduate physiology courses. However, although past work has characterized the alignment of physiology programs with the core concepts, it is unclear to what extent these core concepts have influenced instructors' pedagogical decisions or how represented these core concepts are across physiology courses. We surveyed undergraduate physiology instructors to determine their familiarity with the core concepts, the impact of the core concepts on their teaching, as well as the alignment of their courses with these core concepts. Instructors report predominantly relying on textbooks and past syllabi of their courses as resources that influence their instructional decisions on which topics to include in a course. However, many instructors report reorganizing their physiology courses in subsequent iterations or reducing the number of concepts covered to allow more time for critical thinking and active learning. In addition, we find that the majority of instructors indicate that they are not knowledgeable about the list of physiology core concepts and that the influence of these core concepts is limited even for those who report familiarity with the list of core concepts. Finally, we find that instructors report uneven coverage of physiology core concepts in their courses, with some core concepts ubiquitous while others are sparsely covered. We conclude by discussing implications of our work for the physiology education community and call for the continued development of resources to support new physiology instructors and the need to promote coverage of certain core concepts in physiology courses.NEW & NOTEWORTHY The physiology core concepts are a critical resource for undergraduate physiology instructors. Despite this, little past work has investigated the impact of these core concepts across institutions. We find that most instructors are unfamiliar with these core concepts and instead rely on other resources when developing and revamping their physiology courses. We also identify uneven coverage of the core concepts in the curriculum and offer implications for the physiology education community.

A trio of biological rhythms and their relevance in rhythmic mechanical stimulation of cell cultures

The primary aim of this article is to provide a biological rhythm model based on previous theoretical and experimental findings to promote more comprehensive studies of rhythmic mechanical stimulation of cell cultures, which relates to tissue engineering and regenerative medicine fields. Through an interdisciplinary approach where different standpoints from biology and musicology are combined, we explore some of the core rhythmic features of biological and cellular rhythmic processes and present them as a trio model that aims to afford a basic but fundamental understanding of the connections between various biological rhythms. It is vital to highlight such links since rhythmic mechanical stimulation and its effect on cell cultures are vastly underexplored even though the cellular response to mechanical stimuli (mechanotransduction) has been studied widely and relevant experimental evidence suggests mechanotransduction processes are rhythmic.