Department of Human Physiology, Gonzaga University, Spokane, Washington.
Department of Integrative Biology and Physiology, University of Minnesota, Minneapolis, Minnesota.
Adv Physiol Educ. 2020 Dec 1;44(4):640-645. doi: 10.1152/advan.00183.2019.
It is increasingly difficult for faculty to cover all of the content in a physiology course. Given this constraint, recent efforts in the physiology teaching community, and in particular the Physiology Majors Interest Group (P-MIG), have promoted using core concepts to help students master key physiological principles. This report summarizes the experiences of four faculty members who teach physiology using the core concepts in various educational environments and identifies several common strengths and challenges they have encountered thus far. Strengths of using the core concepts include the transfer of knowledge to solve unknown problems and providing a framework to build a course. Challenges include applying them in a teach-taught course and balancing time spent on content and the core concepts. This is the first report to document the use of the physiology core concepts in a course, and the authors encourage additional faculty to not only adopt the core concepts for their own use, but share their approaches and experiences with the entire teaching community.
教师越来越难以涵盖生理学课程的所有内容。鉴于这种限制，生理学教学界最近的努力，特别是生理学专业兴趣小组（P-MIG），提倡使用核心概念帮助学生掌握关键的生理学原理。本报告总结了四位在不同教育环境下使用核心概念教授生理学的教师的经验，并确定了他们迄今为止遇到的几个共同的优势和挑战。使用核心概念的优势包括知识的转移以解决未知问题和提供构建课程的框架。挑战包括在教授-学习课程中应用它们以及平衡内容和核心概念的时间。这是第一份记录在课程中使用生理学核心概念的报告，作者鼓励更多的教师不仅采用核心概念供自己使用，而且还与整个教学界分享他们的方法和经验。
