Integrating Health Policy Into Undergraduate Physiology: A Pedagogical Framework

Abstract

Evidence-based health policies save lives. Rising to meet the global health challenges of the 21st century (e.g., the climate crisis, infectious diseases, health inequity) will require more scientists to participate in the policymaking process. However, few opportunities exist for STEM students to learn how their scientific knowledge can be applied to policy, or how they can shape the policies that govern science in the United States. Additionally, although scientific expertise is necessary to create effective health policies, it is not suffcient. For example, many scientifically sound policies (e.g., masking, vaccination) fail in the implementation phases because they are not communicated effectively to their intended audience. Here we share a pedagogical framework for integrating health policy into existing undergraduate physiology courses using examples from Anatomy and Physiology, Physiological Model Systems, and Public Communication of Physiology. This framework empowers students to develop procedural knowledge about state and federal policymaking, discuss examples of biomedical scientists and healthcare workers contributing to policy and rulemaking, link course curricula to current legislation proposed at the state or federal level, and advocate using their scientific knowledge and lived experiences as scientists. It also incorporates foundational science communication training that goes beyond the commonly used deficit framework (i.e., “educating the public”), and instead emphasizes dialogue (e.g., listening to stakeholders), rhetorical strategy (e.g., storytelling), trust-building, discrete goal setting, and positionality. Lastly, we provide preliminary evidence that using this health policy toolbox leads to student empowerment in policy and advocacy, development of practical communication skills applicable to their future careers, and deep affective connections to their physiology coursework. This project was supported by the Alan R. Bennett College of Liberal Arts and Sciences Public Health Policy Research Fund at the University of Connecticut. This is the full abstract presented at the American Physiology Summit 2024 meeting and is only available in HTML format. There are no additional versions or additional content available for this abstract. Physiology was not involved in the peer review process.