rockhurst university case study: ipls - - - - > physics of medicine
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Rockhurst University CASE STUDY: IPLS - - - - > Physics of Medicine. ILPS Conference March 15, 2014 Nancy Donaldson, Ph.D Professor of Physics Rockhurst University Kansas City, Missouri - PowerPoint PPT PresentationTRANSCRIPT
Rockhurst University CASE STUDY: IPLS - - - - > Physics of Medicine
ILPS Conference March 15, 2014
Nancy Donaldson, Ph.D Professor of Physics
Rockhurst University Kansas City, Missouri
Physics of Medicine “My Field of Dreams”
Outline of Presentation:
• Let’s start with successes in our program. . . .
o Large Growth in physics students:o Physics of Medicine (POM) Program – Major and Minoro NSF TUES grant for POM active learning curriculum developmento Wonderful Networking with all of you!
• How’d we get there? ‘”IPLS” course reform: what worked well and challenges that led to opportunities
• Lastly, where we are now - - and where we are going!
2003: Where we started . . .
Challenge #1: Low Number of Traditional Physics Majors - Danger!
Opportunity: Large number of students interested in Medicine or health care
career
Challenge #2: Students were only taking 4 - 8 hours of required introductory
physics courses (typically in sophomore year) - - -
General pre-health or pre-med student thought:
“ . . . . . . .well, you know, physics is not really relevant to medicine”
Why not take more???What I was hearing from the students (and some faculty) was . . . . . .
• Start by asking questions:– What do my students need to know?– What are the big ideas that unite?– What can I do to help them get there?– Goal: develop a strong, inquiry based introductory
physics sequence that stresses the relevance of physics to medicine/healthcare – --- - - - - - - - - - start of IPLS!
Opportunity: So, we worked to help students see and experience the relevance . . . . . . . . .
– My background: “I was this student” . . . . .
• Constructivist pedagogy• Inquiry based curriculum: based on physics teaching
experience (state grants: CPU, PET). • Building a foundation - - - - wonderful “story” of physics
– Another Challenge: Department climate: • Pre – med • Pre-PT, OT, CSD
– Previously “Baby” physics – This is where I started reform in 2003
STEPS to IPLS Development. . . .
– Colleagues from other campuses– Colleagues from other disciplines
• Great value– Strong belief in collaboration– Create interdisciplinary learning for “pragmatic” students– Interesting and I learned a lot!!
Led to Another Opportunity: Worked with other faculty . . .
So, how did we “win over” the pre- therapy students? Curriculum Development, passion, pedagogy
1. Teach physics as essential to an understanding of therapy – examples:• Force and Torque:• Vectors and Statics:• Fluids: • Buoyancy:• Electricity:
2. Semester development: deep conceptual & math DUO - - at the right time to remove fear!
3. Final Project relating physics to career interests in therapy - --
• Students research and choose group topic w/ professor approval
• Meet with PT, OT, CSD faculty• Very happy with student work!!
Example Intro Student Project: The Barefoot Running Fad
• Student Question: Is it worthwhile?• Investigate: Discrepancies in research• Experiment: Foot strike pattern is crucial• Analyze: Compare shod vs. unshod using impulse,
friction, force vectors, pressure
Force Plate Experimentation:
Forefoot Shod vs. Unshod
Rearfoot Shod vs. Unshod
Promoting Recovery: Relationship to PT
• Knee injuries• Ankle Sprains • Ice massages• Stretching• Strengthening
Physics Service Learning and Medicine:
Service Project:
WACKY SCIENCE NIGHT
at Children’s Mercy Hospital
2007: on to reforming Pre-Med Physics:
• Challenge: Faculty illness in 2007
• Opportunity: reform Pre-Med Physics– Same emphasis of relevance to medicine and the body– Same emphasis of inquiry –based, deep conceptual understanding
intertwined with mathematics– Problem solving with “big picture” in mind– Success!
“The Physics Curse”(It’s a good thing!)
2009: IPLS Success led to development of Physics of Medicine (POM) Program
• Active Learning, relevant upper division coursework (Interdisciplinary component) o Pre-requisite: one year of general physics and calculus Io Focus: intermediate level physics coursework + advanced
physics options for students wanting more depth
• Designed to address the AAMC Scientific Competency Report
Rockhurst Physics of Medicine Program (POM) - TODAY
Physics of Medicine Program
Physics of Medicine MINOR
* requires 12 hrs. of POM
Courses
Medical Physics MAJOR
*requires 16 hrs. POM courses, upper division
physics and upper division
math
POM Pre-Professional
MAJOR*requires 16 hrs. POM courses +
interdisciplinary component (new 4/13)
POM Curriculum Guidelines:
Applications of physics principles to an understanding of the function of the human body in health and disease
Application of physics in the medical imaging and nuclear medicine used in diagnosis and therapy
Address AAMC/HHMI Competencies
Physics of Medicine Coursework: Inquiry Based!
Physics of the Body I
Physics of Medical Imaging
Optics (with medical focus)
Statistics for the Health Sciences or Mathematical Modeling
Physics of the Body II
POM Capstone Research Course
Physics of the Body I – Topics Covered• Law of Conservation of
Energy in the Body• Biomechanics• Pressure in the Body –
organs and osmotic pressure
• Fluid Dynamics as applied to the BodyPhysics of the Respiratory System
Physics of the Body II – Topics Covered
Physics of Cardiovascular System
Electricity in the Body
Sound, speech
Ultrasound
Physics of Hearing
CAPSTONE RESEARCH PROJECT
Optics in Medicine
Optics & Vision
Fiber Optics, Endoscopy &Lasers
Medical Imaging - “How do you see inside of me?
• How are they the same?• How are they different?• Physics involved?• What are the advantages
and limitations of each?
POM Field Trips:
• University of Kansas Medical Center – Nuclear Medicine Dept.
• Research Medical Center – Medical Imaging Dept.
• Kansas City University Medical Center – Using a Fiber Scope!
• Kansas City University of Biomedical Sciences – Microscopy Imaging
Guest Speakers to Campus
• M.D. - - therapeutic and diagnostic ultrasound• D.O - - forces on the spine and therapeutic manipulation• D.D.S. - - forces in the jaw and concussions• P.T. , Ph.D. Electric Signals in the Brain, EEG• P.T. - - physics of transfers of patients• Physiologist – physics of respiration• Veterinarian - Acupuncture• Health Psychologist – Obesity and Thermodynamics• Ophthalmologist - new research in eye laser surgery
NSF Grant TUES Award: May 2012o $200,000o Collaborative with Loyola University Maryland – Dr. Mary Loweo Create three upper-division active learning physics modules:
1. Fiber optics and light delivery in Medicine – on iCollaborative2. Pressure in the human body - RESPIRATORY and
CARDIOVASCULAR System3. Nuclear physics and nuclear medicine - Gamma camera
o Medical Consultants: Research Hospitals and Medical Faculty; Fiber Optics Experts, Specialty areas in Medicine covering Physics of Medicine Topics
Where we are now . . . . .
New Students to Physics! Physics Program is vibrant!
Currently:• Very Active POM Program: currently 38 declared POM
Majors and Minors in our fourth year of implementation – majority of women!
• Projection for strong 2014 class
• Very positive student/alumni survey/reflections
Where we are going . . . .
• NSF developed active-learning curriculum modules – available to share! (just email me)
• Strong interest in networking and shared curricula/pedagogy/strategies for development
Respiratory Module
Small Balloon
Large Balloon
Pressure Equilibrium
Ambient Pressure
Heart Module
r
Fiber Optic Coupling
Viewing Through Optical Fibers!
Summary & Institutional Impact:POM is a recognized program on Rockhurst campus
Challenges: • Faculty Load &Training• Marketing – tips if you want them!• Fit within course load of busy pre-med & pre-therapy
students• Funding • “Real” physics (traditional vs. reform)• Our Dean: Chicken or Egg
• Opportunities: addressed by PASSION for program POM is a whole lot of FUN!
HAUNTED PHYSICS LAB – “Haunted ER”!!!
POM Grad Quote . . . . . .
“As the Dean of the College of Medicine addressed us regarding the foundations of our medical education, he presented us this image, showing the importance of an integrated understanding of biology, chemistry, and PHYSICS in medical education. “
“” . . . . you can imagine how having that extra knowledge in the physics of medicine will be a HUGE benefit as I begin my studies.” – Melissa Hager ‘11
Note: Physics
location!