Evaluating an Undergraduate Human Physiology Curriculum Using the Physiology Professional Skills Curriculum Mapping Tool (PS-MAP): A Case Report

Jennifer Rogers; Meredith Luttrell; Ray Fagenbaum; Gary Pierce

doi:10.1152/physiol.2024.39.S1.2213

Abstract only Introduction: The Physiology Majors Interest Group (P-MIG) recently proposed recommendations for professional skills development at the undergraduate level across four domains: (1) critical thinking, (2) communicating effectively, (3) behaving in a socially and scientifically responsible manner, and (4) demonstrating laboratory proficiency. Subsequently, the Physiology Professional Skills Curriculum Mapping Tool (PS-MAP) was developed as a freely available, customizable Qualtrics-based survey instrument for programs to assess the extent to which professional skills from each of the four domains are incorporated across the curriculum. Faculty who teach core and elective courses in a large undergraduate Human Physiology degree program completed the PS-MAP during the Fall 2023 semester. Methods: PS-MAP survey responses were exported into Excel then sorted according to core or elective course designation. Experiential and applied learning courses such as internships, laboratory research for course credit, and independent study projects were excluded from analysis due to variations in individualized experiences. Next, a table was generated to summarize professional skill inclusion by course (taught and/or assessed) and target level of proficiency: skills were (1) introduced (presented and practiced for the first time), (2) reviewed (reinforced after prior introduction), or (3) advanced (demonstrated a high level of proficiency). The overall percentage of courses that teach or assess each professional skill was calculated. The intended level of proficiency per course was also evaluated. Results: Data were reported for 21 out of 24 core and elective courses. The two professional skills reported as most frequently taught or assessed in major coursework were: (1) critical thinking: develop arguments, hypotheses and/or conclusions using critical analysis of the scientific evidence (81% of courses) and (2) critical thinking: apply, analyze, and/or integrate information to generate evidence-based solutions to physiological problems (81% of courses). Laboratory proficiency and communicating physiology orally and in writing were domains reported as taught or assessed in fewer than half of major courses. Discussion: The PS-MAP was a relatively easy-to-implement tool to map professional skills development across an undergraduate Human Physiology curriculum. The main outcome was a visual representation (i.e., table) depicting patterns of professional skills incorporation across core and elective courses. This table will be shared with faculty to guide subsequent curriculum discussions. Proposed areas for future curricular exploration include (1) formally embedding specific professional skills development within program learning goals, (2) strategically and intentionally aligning coursework (course activities and assessments) with program learning goals to scaffold professional skills development across the curriculum, and (3) reviewing course-level learning goals for internships, undergraduate research, and independent study projects to emphasize laboratory proficiencies and oral and written communication skills. No funding sources to report. 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.

Evaluating an Undergraduate Human Physiology Curriculum Using the Physiology Professional Skills Curriculum Mapping Tool (PS-MAP): A Case Report

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