Integrating Pathophysiology to Enhance Learning and Information Literacy in Undergraduate Anatomy and Physiology

Abstract

Practical understanding of physiologic principals can be aided by exploring the process by which they become dysfunctional. This strategy is used in clinical education, but can also provide context to retain and reinforce abstract concepts for undergraduate anatomy and physiology students. Weekly assignments were added to a junior anatomy and physiology class that challenged students to identify a disease associated with the previous week’s physiologic principals. Students were asked to explain what physiologic process are disrupted and how normal physiologic function changed (with reference to a peer reviewed article) and include proper in‐text and bibliographic citations. Student performance on embedded course questions increased significantly in students completing pathophysiology assignments compared to previous semester (n = 48 for each; p < 0.05). Appropriate use of in‐text citations, reference formatting and the selection of primary literature were assessed using a 4‐point rubric for weekly assignments. Student performance improved in all categories over the course of the semester. Summative indirect assessment suggested that students felt more comfortable searching and referencing research. The majority of students also felt that the pathophysiology assignment helped to increase their overall understanding of course material. Collectively the integration of pathophysiology and primary literature may offer instructors an alternative means of enhancing student learning and information literacy in undergraduate anatomy and physiology courses.Support or Funding InformationSupport for this project provided by Cal Poly Pomona. Don B. Huntley College of Agriculture and a Cal Poly Pomona Special Projects for Intellectual Community Environment (SPICE) Grant for innovative approaches to instruction.