Abstract
We begin by defining a typical sequence of topics that make up an introductory physiology course. We then describe how one might introduce students in the course to the core concepts and general models. We then discuss how to revisit the core concepts as they occur in the physiology being learned. What is essential is the use of consistent terminology and visual representations of the core concepts. It is also essential that the learning objectives (the definition of what is required for student mastery) include the recognition and use of the core concepts. We end with a discussion of the time constraints that are associated with every course while at the same time adding an emphasis on the core concepts.
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