physiology course review mec

ReviewofCardiovascular&RespiratoryPhysiology

• CourseoccursinthefalltermofYear1

• CourseDirectors– GeneNattie andAndyDaubenspeck

• Coursehas52curricularhours

• CoursewaslastreviewedinApril2013

• Sessionobjectivesneedtobelistedincoursematerialsinthecorrectformat,andmatchthesessionobjectivesinIlios

• Thecoursedirectorsshouldconsideraddingadditionalsessionobjectivestoconferencesessionstoreflectwhatisassessed(e.g.participation)

• Narrativefeedbackneedstobeprovidedforconferences

• Coursedirectorsshouldcontinuetoreducelecturehoursinthecourse (targetof~40%lecture)andfacilitateengagedlearningduringlargegroupsessions

PriorReview:SummaryofRecommendations

• Incorporate,ifpossible,activitieswheredataisobserved,measuredandanalyzed

• Improvetheclarityofassessmentquestions(i.e.regardingwording/whatisbeingasked)

• Improvetheclarityandorganizationofcoursematerials

• Provideadditionalopportunities(orrecommendresources)forstudentstopracticeapplyingtheirknowledgepriortoassessment


• Continuetoaddresstheissueofconfusionregardingabbreviationsandacronyms

• Stronglyencouragefacultydevelopment,consultationswithmembersoftheAcademyofMasterEducators,etc.toimproveteachingandcoursematerials.Utilizetheexpertise(3AcademyMembers)inyourfield.


PriorReview:ActionPlan1. Wewillbecertainthatthelearningobjectiveslistedinthecoursematerialsforeachsessionmatch

thesessionobjectiveslistedinIlios.[done]2. Writtennarrativefeedbackwillbeprovidedtoallstudentsbyconferenceleadersatthemiddleofthe

courseandatitsconclusion.[done]3. Wehaverevisedthecoursebyreducingthenumberoflecturehoursby11andthetotalcoursehours

by1.Thustherevisedschedulewillconsistof40%lectures,downfrom59%.[done]4. Wehaveadded10hoursoflargeorsmallgroupconferences,includinga1-hoursessionintheDHMC

SimulationLabandasessioninwhichstudentsmeasurebloodpressureandheartrateonthemselvesinseveralconditions.[done]

5. Useofasingletextbook(Costanzo)willberecommended [listedasarecommendedtext]6. Allnotesforthecoursewillbereviewedforclarityandconsistency.SeveraliBooksarebeing

prepared.Carewillbetakentodefineallabbreviationsusedinlecturenotesandslides,andaglossarywillbeprovided.[done,butiBooks stillreportedaslackingclarity]

7. Conferenceswillbedevotedlesstoexplanationofphysiologicalprinciplesandmoretotheirapplicationthaninpastyears. [done]

8. Morepracticequestions,bothwithandwithoutanswers,willbeprovidedduringtheweekbeforeeachquiz.Quizquestionswillbereviewedforclaritybystudentvolunteers.[done]

9. Inadditiontocritiqueoflecturesbycoursedirectors,opportunitiesforfacultydevelopmentforbothlargeandsmallgroupteachingwillbepointedouttoallfacultymemberswhoparticipateinthecourse.[done]

CourseObjectivesCourseObjective ProgramObjective

Mapping1 Describethephysicalarrangementandrolesofthevariouscomponentsofthecardiorespiratorysystem. MS.2

2 Explaintheionicbasesfortherestingmembranepotentialinacardiacmusclecellandthedevelopmentandpropagationofanactionpotentialacrossthemyocardium. MS.2

3 Explaintheroleofcalciumincardiacmuscletensiondevelopmentandrelaxationfollowingactionpotentialexcitation,anddiscusstheinfluencesofthelength-tensionrelationship,contractilityandloaduponmuscleshortening. MS.2

4 Explaintheelectricalandmechanicaleventsofthecardiaccycleandshowhowmusclecharacteristicsandcardiacgeometrycombinetodeterminecardiacpumpingperformanceasdisplayedbycardiaccyclepressure-volumetrajectoriesandventricularfunctioncurves. MS.2

5 Explainhowthecharacteristicsofvasculargeometryandflowingblooddeterminetheloadupontheventricles. MS.2

6 Describethemannerinwhichtissueperfusionisregulatedatalocallevel,howmaterialsareexchangedinthemicrocirculation,andhowspecifictissuebedsdifferintheirlocalregulationresponses. MS.2

7 Explaintheshort- andlong-termregulationofarterialbloodpressureundernormalconditionsandduringconditionsposedbygravity,bloodloss,ventricularfailureandotherstresses. MS.2

8 Describethestaticanddynamicforcerequirements,producedbyrespiratorymusclesormechanicalassistance,toproducegasflowinairwaysofnormalindividualsandhowpulmonarydiseaseaffectsthese. MS.2

9 Explainthefundamentalprinciplesofconvectivetransportandgasexchangebetweenalveolarairandpulmonarycapillaryblood,andtheexchangeintissuesfollowingcirculatorytransport. MS.2

10 Discussthecentralcontrolofbreathingandtheafferentandefferentnervesinvolved. MS.2

11 Describethechangesincirculationandrespirationatbirth. MS.2

12 Describecardiorespiratoryresponsesandadaptationstoexercise. MS.2

13 Discusstheimpactofcardiorespiratorydiseaseonwell-beingandthequalityoflife. MS.2,CS.2

14 Communicateeffectivelywithfellowstudentsandfacultyregardingprinciplesofcardiorespiratoryphysiology. CC.8,CS.6,CS.1

15 Meetprofessionalresponsibilitiesbyprovidingthoughtfulevaluationsofcourseactivities. P.7

CourseObjectives– CurrentMapping

MatchedProgramObjectivesMS.1 Describethescientificmethodandillustratehowitinformsthediscoveryandrefinementofmedicalknowledge.MS.2 Applycorebiomedicalandsocialscienceknowledgetounderstandandmanagehumanhealthanddisease.MS.3 Useinterdisciplinarybasicscienceknowledgetoappraisenovelmechanismsofdisease,andproposeandassessdiagnosticstrategies,andtreatmentsMS.4 Practiceself-directedinquirythroughframingadiscretequestion,identifyingandsynthesizingtherelevantliterature,andapplyingtheknowledgegained

toclinicalcare,teaching,research,orpopulationhealth.MS.5 Integratemedicalscienceknowledgeandtheskillsofcriticalthinking(observation,evaluation,inference,interpretation,and judgment)intosoundclinical

reasoning.MS.6 Recognize,tolerate,andmanageuncertaintyinmedicine.MS.7 Describetheclinicalimplicationsofcomplexityandvariabilityofhumanhealth,disease,andresponsetointervention.MS.8 Contributetoscholarshipthroughthediscoveryorsynthesisofmedicalknowledgeanditscommunicationtopeersorthelargercommunity.MS.9 Applyprinciplesofepidemiologytotheidentificationofhealthproblems,riskfactors,treatmentstrategies,resources,and diseaseprevention/health

promotioneffortsforpatientsandpopulations.CC.1 Establishmutuallyrespectfulstudent-patient-familyrelationshipsbasedontrust.CC.2 Elicitamedicalhistoryappropriatetothepatient'sconcernsandclinicalcontext.CC.3 Performaphysicalexamappropriatetothepatient'spresentationandclinicalcontext.CC.4 Evaluatetheappropriatenessofdiagnostictestsandstudiesforaparticularconditionandclinicalcontext.CC.5 Identifyandinterprettheresultsoffrequentlyorderedlaboratory,imaging,andotherdiagnosticstudies.CC.6 Useclinicalreasoningtosynthesizerelevantkeypatientfindingsintoaconciseandaccurateassessment,includingdifferentialdiagnosis.CC.7 Formulateaprioritizedproblemlist,anddevelopandimplementamanagementplanguidedbythepatient'ssocialcontext,evidence-basedmedicine,and

criticalthinking.CC.8 Deliveroralpresentationsappropriatetothepatient'spresentationandclinicalcontext.CC.9 Recordclinicalinformationthatisaccurate,organized,well-reasoned,andtimely.CC.10 Demonstrateproficiencyinperformingselectclinicalandoperativeproceduresunderappropriatesupervision.CC.11 Useinformationtechnologyeffectivelyandresponsibly.CC.12 Engagepatientsinshareddecision-making,incorporatingvaluesandpreferencesindiscussionsofmanagementoptionsandtheirexpectedbenefitsand

harms.CC.13 Identifyandaddressthevariousgoalsofpatientcare,includingprevention,diagnosis,cure,chronicdiseasemanagement,palliation,andend-of-lifecare.CC.14 Workeffectivelyinvarioushealthcaresettingsandsystems.CC.15 Contributetothecoordinatedcareofthepatient,includingreferralofpatients,ensuringcontinuityofcarethroughouttransitionsbetweenprovidersor

settings,andfollowinguponpatientprogressandoutcomes.CC.16 Organizeandprioritizeresponsibilitiestoprovidecarethatissafe,effective,andefficient.CC.17 Acceptanddemonstrateresponsibilityinagradedfashioncommensuratewithone'sroles,abilities,andqualifications.

MS=MedicalScience;CC=ClinicalCare


MatchedProgramObjectivesPH.1 Differentiatebetweenandcritiquemeasuresusedtoevaluatehealthanddiseaseattheindividualandpopulationlevel.PH.2 Assesstheimpactofsocial,environmental,behavioral,economic,cultural,andpersonalfactorsonthehealthofindividuals,andtheincidenceandburdenofdisease

inpopulations.PH.3 Examinetherelationshipsbetweenthemedicalsystemandothersocietalsystemsandentitiesthatimpactpopulationhealth.PH.4 Collaboratewithcommunitypartnerstoimprovethehealthandwell-beingofacommunity.PH.5 Explainandexemplifytheroleofaphysicianinworkingtoimprovethehealthandsafetyofacommunity;promotesocialjustice;andadvocateforthepublicgood.CS.1 Buildrapportbylisteningactively,compassionately,andrespectfully.CS.2 Demonstrateempathyforindividuals'concerns,andberespectfulofothers'perspectivesandpersonal,cultural,andreligiousvalues.CS.3 Addresschallengestoeffectivecommunication,includinglanguagebarriers,culturaldifferences,healthliteracy,andauthority gradients.CS.4 Promotepositivebehavioralchangethroughstrategiessuchasmotivationalinterviewingandcognitivebehavioraltherapy(CBT).CS.5 ManagedifficultconversationseffectivelywithpatientsandtheirfamiliesCS.6 Communicateaccurately,succinctly,andinatimelymannerwithpatients,theirfamilies,andwithotherhealthcareprofessionalsCS.7 Translatecomplexbiomedicalconceptsandadvancesintousefulinformationtoeducatepatients,families,peers,andothers.EIM.1 Assessthebalancebetweenriskandbenefitforanyhealthcareinterventionandincorporatethatbalanceintodecision-makingforindividualpatientsand

populations.EIM.2 Useindividual,clinic,hospital,andcommunityresourcestoprovidesafe,highquality,highvaluecare.EIM.3 Analyzethestructure,processes,andoutcomesofahealthcaresystemandlearnhowthedeliveryofhighqualityandreliablecarecanbeimproved.EIM.4 Explainthecontext_financial,political,legal,historical,andcultural_inwhichmedicineispracticed.EIM.5 Compareandcontrastthehealthcaredeliveredindifferentregionsandcountries,andanalyzethecausesandconsequencesof theobservedvariation.PPLD.1 Demonstratecriticalandaccurateself-assessment,reflection,andeffectivelearningstrategiestoengageinlifelonglearningandimproveone'sperformance.PPLD.2 Demonstrateresilienceskillsbytakingresponsibilityforone'sownphysical,emotional,mental,andsocialhealthandwell-being,accessingappropriateassistanceas

needed.PPLD.3 Elicit,learnfrom,andofferconstructivefeedback.PPLD.4 Engageinactivediscussionanddebate,takingadvantageofdifferentperspectivestoadvanceknowledgeandunderstanding,andimprovedecision-making.PPLD.5 Design,implement,andsustainapersonal,professional,andleadershipdevelopmentplanalignedwithone'svaluesandsenseofpurpose,withappropriate

mentorship.PPLD.6 Identifyanddemonstratethequalities,knowledge,skills,andattitudestoleadeffectivelyatthelevelofone'sself,team,organization,andcommunity.PPLD.7 Beapositiverolemodeltofellowstudentsinacademic,clinical,researchand/orservice-learningcontexts.

PH=PopulationHealth;CS=CommunicationSkills;EIM=EvaluationandImprovementinMedicine;PPLD=Personal,ProfessionalandLeadershipDevelopment


MatchedProgramObjectivesP.1 Placethepatient'sinterestsfirst.P.2 Behaverespectfully,responsibly,andethicallytowardspatients,families,colleagues,membersofthehealthcareteam,andthe

community.P.3 Demonstratetheabilitytorecognizeandrespondappropriatelytocommonlyoccurringethical,legal,andstatutoryissuesinclinical

care.P.4 Respectandhonorconfidentiality.P.5 Recognizeandaddresshealthcaredisparitieswhichresultfromgender,race,religion,socioeconomicstatus,disability,sexual

orientation,orabilitytopay.P.6 Demonstrateawarenessandmanagetheinfluenceofone'spersonalvaluesandbiases.P.7 Demonstrateaccountabilityforallprofessionalresponsibilitiesandcommitments,andtakeresponsibilityforone'swordsand

actions.P.8 Recognizeandhelpresolveethicalconflictscreatedbycompetingvalues.CT.1 Fosteraclimateofcollaboration,mutualrespect,integrity,trust,andtolerancetofacilitateoptimalteamperformance.CT.2 Demonstratetheabilitytoeffectivelyshareand/orallocateresponsibilitiesamongteammembers.CT.3 Recognizeandcapitalizeondifferentrolesandstrengthsofteammemberstodevelopandaddresssharedgoals.CT.4 Developorganizational,timemanagement,andcommunicationskillstoserveefficientlyandproductivelyindifferentroleson a

team.CT.5 Manageconflictconstructively.

P=Professionalism;CT=CollaborationandTeamwork

CourseObjectives– Comments• Thenumberofcourseobjectivesseemsappropriate,andcanbesummarizedasfollows:– 6focusonthecardiovascularsystem– 3focusontherespiratorysystem– 4areintegratedobjectivesthatinvolvebothsystems– 2relatetostudentskills(communication/professionalism)

• TheobjectivesindicatethatthecoursecontentcorrelateswellwiththecardiovascularandrespiratorysectionsoftheUSMLEContentOutline

CourseObjectives– Comments• CC.8isnotthebestfitforObjective14;inadditiontoCS.1and

CS.6,Objective14alsomapstoCS.2,CS.3andCS.7• Thesubcommitteesuggestsarevisiontoobjective#15,based

onthedifficultywithassessingitinitscurrentform(objectivereads:“Meetprofessionalresponsibilitiesfullybyprovidingthoughtfulevaluationsofcourseactivities.”)

• Thecoursedirectorsagreewiththissentimentandwouldliketherevisedversiontofocusonstudents’responsibilitiestotheirteam(i.e.contributingtothelearningofthegroup)anddevelopingskillsofcommunicationtoarticulatetheirthoughtsclearly

FormatofCourse&SessionObjectives• Courseobjectivesareprovidedinthesyllabus.• Inaprioryear,Objective#3wasrevised(approvedbyMEC)and#6wasremoved– thecurrentversionoftheobjectivesonIlios reflectsthis,howeverCanvasstillhastheoldversionof#3and#6(thustwocourseobjectivesneedtobeupdatedonCanvas)

• Courseobjectivesare writteninthecorrectformatusingmeasurableverbs

FormatofCourse&SessionObjectives• Sessionobjectivesare providedinthecoursematerialsformostsessions.ThefollowingsessionsdidnotappeartohaveobjectivespostedonCanvas:9R,12R,15R,16R,17R,32R,34R,38R,40RalthoughtheyareavailableonIlios.Twosessionsdiscussedgoalsofthesessioninparagraphform(37R,39R),butalistofobjectiveswasnotprovided.

• Mostsessionobjectivesare writteninthecorrectformat.Thefollowingobjectivesdonothavemeasurableverbsandneedtobecorrected:allobjectivesforsessions2and3,objectiveMforsession23R,objectives8and10forsession30R

IssuesofRedundancy• Wesearchedanumberofimportanttopics/terms• BloodPressureORHypertension– TaughtinCardioresp PhysiologyandRenal-EndocrinePhysiology—courseobjectivesandsessionobjectives• Importantredundancybutcoursedirectorsshouldbecertainnodiscrepanciesand/orunplannedredundancy

• Renalcoursedirectorsfoundsomediscrepantapproachesrelatedto:1)RolesofAngiotensinII,2)ImpactsofvolumedepletionvsdehydrationonHematocrit,and3)Impactsofvolumedepletiononkidneyfunction

• Recommendation:Coursedirectorsmeettoresolvediscrepanciesandhaveallcontentreinforcetheother

– AlsotaughtinY1andY2On-Doctoring,Y2SBM,Y3FamilyMedicine• Appropriatereinforcement

IssuesofRedundancy• Wesearchedanumberofimportanttopics/terms• VentricularFailureorHeartFailure– NoY1redundancy– AlsotaughtinY2On-Doctoring,Y2SBMandPharm,Y3FamilyMedicineandY3InternalMedicineClerkship• Appropriatereinforcement

• Ventilation,GasExchange,ORResp Failure– NoY1redundancy– AlsotaughtinY2SBM,Y2Pharm,andY4AdvancedMedicalSciences• Appropriatereinforcement

ExplorationofHealthandValues• Basedonobjectivesandsessiontitlesit’sunclearifexplorationofethics/humanitiesisincorporated(orifappropriateforthiscourse);coursedirectorsconfirmedthatcontentiscurrentlynotpresent

• SomesessionshavepotentialforincorporationofHealthandValuescurriculum:CorrelationCliniconToxicShockSyndrome,Simulationcentersessions,NeonatalPhysiologysession

• CoursedirectorswouldwelcomesuggestionsfromVIGregardinghowtoincorporatethesetopics

SummaryregardingObjectives• Overalltheobjectivesarewell-writtenanddistributedtothe

students;thereareafewminorrevisionsneededforsomesessionobjectivesandsomesessionsneedobjectivesaddedtoCanvas;mappingneedstobeupdatedforobjective#14andobjective#15needstoberevised

• Aftersearchingmultipletopics,redundancywasnotedforthetopic“bloodpressure/hypertension”inthefallandwintertermsofY1Physiology.Whilethecommitteefeelsthatthisisanimportanttopicwhereredundancyisbeneficial,theremaybesomeinconsistenciesregardinghowthetopicispresentedinthetwocourses

• CurrentlythecoursedoesnotcontainHealthandValuescontent

CourseLearningOpportunities• Lecture20hrs.(38%)

[59%inpriorreview]• SmallGroupConferences22hrs.(42%)

[31%inpriorreview]• Interactive/flippedclassroomsessions3hrs.(6%)

[newsincepriorreview]• Twosimulationsessions2hrs.(4%)

[newsincepriorreview]• Correlationclinics*2hrs.(4%)

[3%inpriorreview]• LaboratoryDemonstration/ExerciseLab3hrs (6%)

[7%inpriorreview]

*theseareactivecasepresentationsessionswithaliveorrecordedpatient

CourseLearningOpportunities• Thecoursedirectorsaretobecommendedforthesignificant

reductioninlecturessincethepriorreview,andforincorporatingmoreactivepedagogicalmethods(e.g.simulationsessions)

• Althoughnotuniquetothiscourse,smallgroupscontinuetopossessvaryingqualitiesofinstruction.Thesubcommitteerecognizesthatthisisinherentinsettingswithmultiplefacilitatorsanditwouldbebeneficialforstudentstolearntoadapttodifferentstyles

• While“rotatingfacilitators”overthetermcouldequalizethestudentexperience,thecoursedirectorsfeelthatitismorebeneficialtohavethesamegroupofstudentssotheycangettoknowthem,providefeedbackandidentifystudentsthatmayneedextrahelp

SummaryregardingPedagogy• Thenumberoflecturesinthecourseisappropriate• BasedonapreviousrecommendationbytheMEC,smallgroupfacilitatorsnowretainthesamegroupofstudentsfortheentiretermallowingthemtogettoknowthestudentswellandprovidefeedback;thecoursedirectorsfeelthishasbeenapositivechange

• Thecoursehasintroducedsomeinnovativesessionsusingthesimulationcenterthatallowstudentstoapplytheirknowledgeandmeasure/analyzedata

Assessment• 5WrittenQuizzes(50%ofcoursegrade)• FinalExam(50%ofcoursegrade)• Conferenceperformance(mustreceiveapassinthisportiontopassthecourse;optionfororalexamifaninitialgradeoffailisgivenforconferences)

AssessmentforCourseObjectives• Objectives1-13coveraspectsofmedicalknowledge

– assessedonquizzes/exams,duringsmallgroupsandduringsimulationsessions

• Objective14:Communicateeffectivelywithfellowstudentsandfacultyregardingprinciplesofcardiorespiratoryphysiology.– facultymayassessthisduringsmallgroups,howeverfeedback

onsmallgroupperformanceisvaried

• Objective15:Meetprofessionalresponsibilitiesfullybyprovidingthoughtfulevaluationsofcourseactivities.– studentsareexpectedtocompleteendoftermcourse

evaluations,butcompletionofthisactivityisnotassessed

SummaryregardingAssessment• Mostoftheobjectivesinthecourseareassessedbyquizzes,examsandsmallgroupmeetings

• Objective#15iscurrentlynotassessed;theobjectiveeitherneedstoberevised(discussedpreviouslyonslide9)orassessed

Measuresof

Quality–AAMCGQ

Geiselmean2010

Geiselmean2011

Geiselmean2012

Geiselmean2013

Geiselmean2014

Allschoolsmeans2014

Biochemistry 2.7 2.5 2.6 2.6 2.8 2.7

Biostatistics/Epidemiology 2.9 3.2 3.2 2.9 3.2 2.8

Genetics 2.9 2.8 2.8 2.6 2.8 2.9

Grossanatomy/Embryology 3.6 3.5 3.6 3.4 3.6 3.4

Immunology 2.9 3.0 3.1 2.7 2.7 3.1

IntrotoClin Med/OnDoc 3.5 3.4 3.5 3.0 3.3 3.5

Microanatomy/Histology 2.8 2.9 3.1 2.8 3.1 2.9

Microbiology 3.1 3.2 3.3 3.0 3.1 3.2

Neuroscience 3.2 3.0 3.0 3.0 3.2 3.2

Pathology 3.2 3.1 3.4 2.8 3.1 3.3

Pharmacology 3.4 3.1 3.1 2.6 3.1 3.1

Physiology 3.6 3.6 3.5 3.1 3.4 3.4

BehavioralScience 3.2 3.3 3.3 3.0 3.2 3.2

PathophysiologyofDisease 3.5 3.5 3.5 3.3 3.5 3.5

MeasuresofQuality– AAMCGQ“IndicatehowwellyouthinkthatinstructioninPhysiology preparedyouforclinicalclerkshipsandelectives.”[1=poor;2=fair;3=good;4=excellent]

MeasuresofQuality– StepI

TRADITIONALCOREDISCIPLINES2012* 2013* 2014* Means12-14

Biochemistry 0.30 0.20 0.22 0.24

Biostatistics/Epidemiology 0.43 0.40 N/A N/A

Biostatistics 0.08 0.08

Genetics 0.28 0.18 0.28 0.25

Grossanatomy/Embryology 0.33 0.26 0.14 0.24

Histology/CellBiology 0.37 0.26 0.23 0.29

Microbiology/Immunology 0.31 0.47 0.39 0.39

Pathology 0.26 0.24 0.20 0.23

Pharmacology 0.22 0.22 0.12 0.19

Physiology 0.38 0.35 0.25 0.33

*valuesreportedforcoredisciplinesareSDabovetheUS/CanmeanforGeiselmeanscores

Year1courses OverallQualityAY14-15 OverallQualityAY15-16

BiochemicalandGeneticBasisofMedicine 4.34 4.40

CTO 4.07 4.06

HumanAnatomyandEmbryologyI 4.35 4.04

Physiology-Cardiovascular 3.23 3.41

Physiology-Respiration 3.34 3.41

HumanAnatomyandEmbryologyII 4.57

Immunology 3.67

MetabolicBasisofDisease 4.35

Physiology-Renal 4.19

Physiology-Endocrine 3.76

Virology 3.77

Basic ScienceofMicrobialDisease 3.94

Neuroscience 3.59

Pathology 3.22

MeasuresofQuality– CourseEvaluation

scale[1=poor;2=fair;3=good;4=verygood;5=excellent]



CardioPhys2013(90%)*



Overallsatisfactionofcourse 3.45 3.23 3.41

Clarity oflearningobjectives 3.69 3.54 3.64

Organizationofthecourse 3.23 3.05 3.23

Howwellthecourseintroduced metothisdiscipline notavailable 3.65 3.87

Congruence ofassessmentquestionstomaterialemphasizedincourse 3.81 3.56 3.69

*studentparticipationrateoncourseevaluation



Resp Phys2013(91%)*

Resp Phys2014(90%)*

Resp Phys2015(96%)*

Overallsatisfactionofcourse 3.38 3.34 3.41

Clarity oflearningobjectives 3.59 3.50 3.60

Organizationofthecourse 3.31 3.20 3.36

Howwellthecourseintroduced metothisdiscipline notavailable 3.70 3.74

Congruence ofassessmentquestionstomaterialemphasizedincourse 3.65 3.62 3.47

*studentparticipationrateoncourseevaluation

MeasuresofQuality– StudentCommentsStrengths:• StudentsenjoyedtheSimulationCenterexercises,andfound

themtobeverybeneficial“Theopportunitiestoapplyphysiologyconceptsinanin-patientenvironmentweresomeofmyfavoritesessionsthisterm.Ilikedhavingthechancetodrawonourknowledgeandcollaboratewithmyclassmates.”

“Iactuallywishwecoulddomoreofthese- evenonceeverytwoweeksorso.”

• TheStudyBuddyQuestionsandProblemSetsweregreatlyappreciated

“Thestudybuddyquestionsweregreat!Theyhelpedmeseethebigpictureofthecourseandunderstandthedetailsintheclassbetter”

MeasuresofQuality– StudentCommentsSuggestionsforImprovement:• WhilesomefoundtheiBookuseful,themajorityfoundittoolengthyand

confusingtounderstand“IthoughttheiBooksmadeconceptsmoreconvolutedthantheyneededtobebyoverexplainingthings.”

“Emphasisshouldbeonkeygraphicsandexplanationofcoreconcepts.”

• TheSmallGroupConferencescaseswerehelpfultounderstandingconcepts,butstudentswerefrustratedwiththediscontinuitybetweenfacilitators.

“SmallgroupswerehowIdidthebulkofmylearningandsolidifiedlectureandreadinginformation.”

“Iwishsmallgroupswouldrotateinstructors,sowecoulddifferentiateourinstruction.”

“Thesmallgroupsaretoolarge!TherearesomanystudentsandIfeellikewealwaysrunoutoftime.”[Note:onefacilitatorwasn’tabletoparticipateatthelastminuteduetomedical

reasonsanditresultedinlargergroups]“Ithinksmallgroupsshouldbeoptional.”

MeasuresofQuality– StudentCommentsSuggestionsforImprovement:• Attendanceforlectureswaslow,asmanyfoundthemconfusing.

Feedbackincludedimprovinglecturematerialsandhavingmoreflipped-classroomsessions.

“Ihavefoundthatthelecturesinphysiologysometimesfeelveryconfusing,evenafterpre-readingtheiBook.Ithinkitwouldbeveryhelpfultoincludemoresampleproblemsduringlectureorevenjusttosimplifytheexplanationsofkeyconceptsusinganalogies.”

“Moreflippedclassroomswouldbegreat!MaybelikeCTOhavestudentscompleteaquizbeforeclass.Thatwouldreallygivestudentsabettergaugeofhowwelltheyunderstandthematerialandforcethemtoreviewthematerialbeforeclass.”

“Redotheslidessotheyaren’tjusttranscriptsofthelectures.”

“Organization,presentationofmaterial.Itisnotinthelearningmethods,butthewayitispresented.Thewaypowerpointslidesarewritten,thewaytheprofessorsexplaintheconcepts,etc.”

MeasuresofQuality– StudentCommentsOtherIssuesFromStudentComments:Organizationofresources:

“Ilovethenumberofresourcesthatareavailableoncanvas(therearelots!)buttheyperhapscouldbebetterorganized,sothatweknowwhatisessentialforustolookatandwhatissimplysupplementary.”

“AstherearemanyiBooks forthecourse,inkeepingtrackofalloftheiBooks,IthinkitwouldbehelpfultoorganizetheiBooks byquizzes.”

StudentslikeKelloggbetterthanChilcott Labforlecture[foodisallowedinKellogg]

SummaryregardingMeasuresofQuality• TheratingsforthePhysiologycoursehaveimprovedsincethepriorreviewandareinthegoodtoverygoodrange

• Newactivitiesandresourcesthathavebeenaddedsincethepriorreview(simulationexercises,studybuddyquestions)areverywellreceived

• Thesubcommitteeappreciatesthatthecoursehasworkedonimprovingitscoursematerialsandlectures,howeverthereisstillroomforimprovement

• Somestudentsareconcernedbytheperceivedlackofconsistencybetweensmallgroupfacilitators

Recommendations• Thecourseshouldfixminorissueswithcourseandsessionobjectives

• Thecourseshouldexploresomepotentialinconsistenciesintheteachingofbloodpressureandhypertensionwiththerenalphysiologycoursetoensuretheteachingofthesetopicsiscoordinated

• ThecourseshouldmeetwiththeHealthandValuesVIGtodiscussopportunitiesforincorporatingthesetopicsintothecourse

Recommendations• Thecourseshouldcontinuetoworkonimprovingtheclarityofcoursematerialsandcourselectures

• Thecourseshouldconveytostudentsthegoalsofthesmallgroupconferencestoreduceconcernsabout“equalexperiences”(i.e.goalsarenotonlytoclarifyinformation,buttopracticecommunicationskills,contributetoothers’understandingandtolearntoadapttodifferentteachingstyles)

ActionPlan• Tobedeterminedafterthenewcoursedirectorsarenamed

physiology course review mec

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