Re-creating an introductory physiology unit in the Core Concepts form - helping students to think like a physiologist.

Abstract

This article showcases the redesign of an introductory undergraduate vertebrate physiology unit at Murdoch University (BMS107) to promote student mastery of six Core Concepts of Physiology (1). Concepts were selected for their suitability in an introductory physiology unit and their ability to scaffold advanced physiology learning. Innovative curricular and pedagogical approaches were employed to 1) create a Core Concepts structure, 2) sell the Core Concepts approach to students, 3) foreground Core Concepts in learning materials, 4) actively engage students with Core Concepts, 5) revise and 6) assess Core Concepts understanding.Median student marks and overall satisfaction with the unit were unaffected by introduction of a Core Concepts approach. Notably, though, there was a 14% increase in student agreement with the statement "I received feedback that helped me to learn". The challenge of Core Concepts approach was articulated by students, but these novice learners also recognized Core Concepts as a mechanism to focus their understanding of physiology and promote critical thinking. For teaching staff, a Core Concepts approach was a re-invigorating opportunity to apply their expertise to the teaching of introductory physiology. We propose that a strong Core Concepts emphasis, while challenging, is highly rewarding for staff and provides students with a "disciplinary passport", that better prepares them to progress in diverse courses and professions.