Prioritization of Human physiology Topics for medical school, what to teach? Expert Teachers' views
Abstract Background: There has been a sustained increase in physiology knowledge in the last century that created a growing problem for educationalists and we lack general agreement on the educational content of the physiology course for medical students. Methods: This was a descriptive cross-sectional study that involved physiology teachers with different categories of academic ranking including associate professors, assistant professors, and lecturers who were working at physiology departments in different faculties of medicine on the date of the study. A standardized self-administered questionnaire was developed, pre-tested, and used for data collection from the study population. The collected data was analyzed by the use of computerized statistical package Statistical Package for the Social Sciences (SPSS) version 23.0.Results: The respondents were asked to determine the importance of the topics using three criteria: frequency of encounter, burden, and seriousness, then based on the total score; topics were divided into core (need to know), recommended (good to know), proposed (nice to know). All the contents of physiology subjects were listed and topics were prioritized accordingly. Finally, we established a list of 53 core (need to know) topics. There was no significant correlation found between the current academic status of the participants and Important of the topics. These findings provided evidence of the presence of general agreement among physiologists on the core physiology educational content that need to be taught to medical students.