Characteristics of Physiology and Physiology-Related Pre-Health Degree Programs in the Physiology Majors Interest Group

The Advisor ◽  
2021 ◽  
Vol 41 (1) ◽  
Author(s):  
Yvonne Ogrodzinski ◽  
Erica Wehrwein ◽  
Kevin Kelly ◽  
James M. Poteracki ◽  
Valerie VanRyn ◽  
...  
Keyword(s):  
Interest Group ◽  
Online Survey ◽  
Degree Programs ◽  
Biomedical Sciences ◽  
Integrative Physiology ◽  
Grassroots Organization ◽  
Bachelor Of Science ◽  
Arts And Sciences ◽  
Organization And Management ◽  
Undergraduate Programs

Abstract The Physiology Majors Interest Group (P-MIG), a grassroots organization of educators, has collected data on the history and characteristics of Physiology and highly related undergraduate programs (ex: Human Biology, Pre-Medicine, Biomedical Sciences, etc.) that serve a common population of prehealth students. Data was obtained as part of an online survey sent out to P-MIG conference attendees at the 2017-2019 annual meetings (n=30). Participating institutions indicate that 25.9% have degrees called Physiology aligned with 28% being housed in a department of physiology, 75.9% are a Bachelor of Science program, 34.9% are affiliated with a College of Arts and Sciences, and 80% have a human/integrative physiology emphasis. Further, 47.6% of programs are greater than 10 years old and 100% have seen either no change or an increase in enrollment over the past 5 years. Most programs have a dedicated advising staff (68.2%) and formalized learning objectives for the major (61.9%). 34.1% have a curriculum committee who oversees the major. Program sizes vary widely from less than 50 to over 2000 students. While there is diversity in departmental organization and management structure in the programs, a commonality is that all programs are preparing students with aspirations in careers in healthcare. We report the similarities and differences between these programs to allow for advisors to better understand the broad landscape of pre-health programs at the undergraduate level.

Assessing core manipulative skills in a large, first-year laboratory

2007 ◽  
Vol 31 (3) ◽  
pp. 266-269 ◽  
Author(s):  
Roger W. Moni ◽  
Deanne H. Hryciw ◽  
Philip Poronnik ◽  
Lesley J. Lluka ◽  
Karen B. Moni
Keyword(s):  
Undergraduate Students ◽  
Human Movement ◽  
Degree Program ◽  
Digital Data ◽  
First Year ◽  
Degree Programs ◽  
Bachelor Of Science ◽  
Core Skills ◽  
Science Degree ◽  
Undergraduate Programs

Responding to the concern from our faculty that undergraduate students do not have robust laboratory skills, we designed and implemented a strategy to individually teach and assess the manipulative skills of students in first-year laboratories. Five core laboratory skills were selected for the course entitled Human Biology, a large, first-year class of students, most of whom were enrolled in Bachelor of Pharmacy and Human Movement Studies. Here, we report details for the 365 students enrolled primarily in Pharmacy and Human Movement Studies bachelor degree programs in semester 1 of 2006. We designed a specific strategy to assess five core laboratory skills: 1) accurate and precise use of a micropipette, 2) calculation of dilutions and preparation of diluted samples of saline, 3) accurate representation of data using a graph, 4) use of a light microscope, and 5) acquisition of digital data by measuring the latent period for the Achilles reflex. Graduate tutors were trained to teach and assess each student on each skill. The development of competency was tracked for all students across all five skills. Most students demonstrated proficiency on their first attempt. The development of proficiency across the core skills depended on both the skill and degree program. In semester 2 of 2006, 854 students mostly enrolled in the Bachelor of Science degree program and were similarly taught and assessed on the same five core skills. This approach was an effective teaching and assessment strategy that, when applied beyond first year, should increase the level of laboratory skills across undergraduate programs in physiology.

scholarly journals Degree requirements of physiology undergraduate programs in the Physiology Majors Interest Group

2020 ◽  
Vol 44 (4) ◽  
pp. 613-619
Author(s):  
Erica A. Wehrwein ◽  
Valerie S. VanRyn ◽  
Kevin Kelly
Keyword(s):  
Organic Chemistry ◽  
Interest Group ◽  
Biological Science ◽  
Degree Programs ◽  
Considerable Heterogeneity ◽  
Anatomy And Physiology ◽  
Minimal Points ◽  
Core Courses ◽  
Calculus I ◽  
Undergraduate Programs

Physiology undergraduate degree programs operate in isolation relative to other biological science programs, with little to no understanding of how other institutions structure their course requirements and other degree requirements. The purpose of this report is to preliminarily describe the collective curriculum of physiology programs represented at the Physiology Majors Interest Group (P-MIG) annual meetings from 2018 to 2019. A short preconference survey was sent to attendees that inquired about degree requirements of their respective physiology programs. The requirement for Physiology I (69.2%) with laboratory (66.7%) and Anatomy I (57.1%) with laboratory (42.9%), or combined Anatomy and Physiology I (16.7%) and laboratory (18.2%), were common requirements, but many programs did not require Physiology II (27.3%) or Anatomy II (11.1%). There was nearly consensus on required prerequisites such as Biology (2 semesters with laboratories, 85.7%), Chemistry (2 semesters with laboratory, 88.9%), Physics (2 semesters with laboratory, 75%), Calculus I (61.1%), and Statistics (Biostatistics 42.9%; General Statistics 13.3%). There was less agreement among programs in regards to Calculus II (20.0%), Organic Chemistry (2 semesters, 55.6%), and Biochemistry I (47%), which may be reflective of individual department focus. There was considerable heterogeneity among physiology program course requirements for disciplinary core courses and upper division electives. This report is meant to generate discussion on physiology program curricula in efforts to improve physiology education for majors and assist P-MIG in determining minimal points of consensus as they write the first set of national curricular guidelines for degree programs.

scholarly journals How Medical Studies in Poland Prepare Future Healthcare Managers for Crises and Disasters: Results of a Pilot Study

Healthcare ◽  
2020 ◽  
Vol 8 (3) ◽  
pp. 202 ◽  
Author(s):  
Patrycja Misztal-Okońska ◽  
Krzysztof Goniewicz ◽  
Attila J. Hertelendy ◽  
Amir Khorram-Manesh ◽  
Ahmed Al-Wathinani ◽  
...  
Keyword(s):  
Public Health ◽  
Pilot Study ◽  
Online Survey ◽  
Medical Personnel ◽  
Healthcare Facility ◽  
Healthcare Organizations ◽  
Healthcare Facilities ◽  
Organization And Management ◽  
Proactive Management ◽  
Professional Assistance

In the event of a crisis, rapid and effective assistance for victims is essential, and in many cases, medical assistance is required. To manage the situation efficiently, it is necessary to have a proactive management system in place that ensures professional assistance to victims and the safety of medical personnel. We evaluated the perceptions of students and graduates in public health studies at the Medical University of Lublin, Poland, concerning their preparation and management skills for crises such as the COVID-19 pandemic. This pilot study was conducted in March 2020; we employed an online survey with an anonymous questionnaire that was addressed to students and graduates with an educational focus in healthcare organization and management. The study involved 55 people, including 14 men and 41 women. Among the respondents, 41.8% currently worked in a healthcare facility and only 21.7% of them had participated in training related to preparation for emergencies and disasters in their current workplace. The respondents rated their workplaces’ preparedness for the COVID-19 pandemic at four points. A significant number of respondents stated that if they had to manage a public health emergency, they would not be able to manage the situation correctly and not be able to predict its development. Managers of healthcare organizations should have the knowledge and skills to manage crises. It would be advisable for them to have been formally educated in public health or healthcare administration. In every healthcare facility, it is essential that training and practice of performing medical procedures in full personal protective equipment (PPE) be provided. Healthcare facilities must implement regular training combined with practical live scenario exercises to prepare for future crises.

Opinions of Speech-Language Pathologists Regarding Speech Management for Children With Cleft Lip and Palate

2019 ◽  
Vol 57 (1) ◽  
pp. 55-64 ◽  
Author(s):  
Mary Hardin-Jones ◽  
David L. Jones ◽  
Riley C. Dolezal
Keyword(s):  
Early Intervention ◽  
Interest Group ◽  
Special Interest ◽  
Online Survey ◽  
Cleft Lip ◽  
Cleft Lip And Palate ◽  
Treatment Strategies ◽  
Large Degree ◽  
Special Interest Group ◽  
Speech Language Pathologists

Objective:The purpose of the present study was to examine practice patterns and opinions that speech-language pathologists (SLPs) have about speech-language intervention for children with cleft lip and palate.Methods:One hundred seven speech-language pathology members of the American Speech-Language-Hearing Association Special Interest Group 5: Craniofacial and Velopharyngeal Disorders Special Interest Group completed a 37-item online survey that examined common practices in early intervention as well as opinions about speech characteristics, assessment, and management strategies for children with cleft lip and palate.Results:The overwhelming majority of respondents (96%) agreed that speech-language pathologists (SLPs) should meet with parents before palatal surgery to discuss speech-language issues. Although 90% of the SLPs identified increasing consonant inventory as an early intervention goal, lack of consensus was evident regarding the type of consonant to stimulate. Respondents agreed that while blowing activities are not useful in strengthening labial, lingual, or velopharyngeal movements, they are useful in heightening awareness of oral airflow for children with cleft palate. A large degree of variability was evident in opinions regarding prevalence and treatment of compensatory articulations as well as the effectiveness of treatment strategies designed to reduce perceived hypernasality and audible nasal emission.Conclusions:The findings of this study indicate a large degree of variability in opinions of SLP respondents regarding assessment and treatment of children with cleft lip and palate.

Key Practices and Interventions for Training and Transitioning UR Students from an HBCU into Advanced Degree Programs in the Biomedical Sciences

2014 ◽  
Vol 3 (2) ◽  
pp. 91-102
Author(s):  
James E Raynor ◽  
Juliette B Bell ◽  
Sherrice V Allen ◽  
Dawayne Whittington ◽  
Cathy Baldwin ◽  
...  
Keyword(s):  
Advanced Degree ◽  
Degree Programs ◽  
Biomedical Sciences

scholarly journals Key Practices and Interventions for Training and Transitioning UR Students from an HBCU into Advanced Degree Programs in the Biomedical Sciences

2017 ◽  
Vol 3 (1) ◽  
pp. 91-102
Author(s):  
James E. Raynor, Jr. E. Raynor, Jr. ◽  
Juliette B. Bell B. Bell ◽  
Sherrice V. Allen ◽  
Dawayne Whittington ◽  
Cathy Baldwin Baldwin ◽  
...  
Keyword(s):  
Black College ◽  
Evidence Based ◽  
Advanced Degree ◽  
Degree Programs ◽  
State University ◽  
Biomedical Sciences ◽  
Evidence Based Practices ◽  
Historically Black College ◽  
Chemistry Students ◽  
Research Initiative

For more than 30 years, institutions funded by NIH had less than an impressive record for achieving diversity in the bio- medical workforce.   To address this concern, NIH recently implemented a series of bold initiatives to bridge the gaps in NIH training programs to further promote diversity. However, critical to the success of these initiatives is the timely report- ing, from institutions with large diverse populations such as HBCUs, of evidence-based practices, strategies, and interven- tions for training and transitioning individuals underrepre- sented (UR) in the biomedical sciences from baccalaureate to Ph.D. degree programs. To this end, the purpose of this study is to evaluate the 10-year success of the NIH-funded MBRS Fayetteville State University (FSU) Research Initiative for Scientific Enhancement (FSU-RISE) program for training and subsequent transitioning of UR students from the baccalaure- ate degree into advanced degree programs in the biomedical sciences. We hypothesized that the FSU-RISE program would significantly increase the number of well-prepared under- graduate UR biology and chemistry students who would graduate and transition into advanced degree programs in the biomedical sciences. This article provides evidence-based findings on practices, strategies and interventions for prepar- ing UR individuals from a Historically Black College and Uni- versity (HBCU) for successful entry into Ph.D. programs

scholarly journals SUCCESSFUL ESTABLISHMENT OF A FOUR-YEAR CURRICULUM IN LANDSCAPE CONTRACTING

HortScience ◽  
1992 ◽  
Vol 27 (6) ◽  
pp. 673a-673
Author(s):  
Dan T. Stearns ◽  
Perry M. Morgan ◽  
Stephen J. Wallner
Keyword(s):  
Computer Aided Design ◽  
Student Interest ◽  
Degree Programs ◽  
Construction Technology ◽  
Bachelor Of Science ◽  
Design Build ◽  
Penn State ◽  
Successful Establishment ◽  
Aided Design ◽  
High Degree

As the landscape design/build industry continues to develop, opportunities for providing baccalaureate degree programs in landscape contracting increase. Employers seek individuals with competencies that are not adequately addressed by traditional horticulture or landscape architecture curricula. The Department of Horticulture at Penn State has developed a Bachelor of Science in Landscape Contracting degree. The program, now entering its fourth year of resident instruction, has experienced rapid growth and a high degree of success. Annual increases in student interest and demand have necessitated caps on the number of students entering the major. An emphasis on design process and on construction technology, and a requirement for successful completion of courses in Horticulture and allied departments contribute to an education which instructs students in the art, science, and management of a professional design/build business. Integration of computer-aided design into Landscape Contracting courses positions graduates to carry current technology to the industry. Students obtain skills on the use of AutoCAD, LandCADD, and New Image software.

scholarly journals Professional skills for physiology majors: defining and refining

2020 ◽  
Vol 44 (4) ◽  
pp. 653-657 ◽  
Author(s):  
Michelle B. French ◽  
Julia K. Choate ◽  
John Zubek ◽  
Randy W. Bryner ◽  
Kathryn M. S. Johnson ◽  
...  
Keyword(s):  
Labor Markets ◽  
Online Survey ◽  
Professional Organizations ◽  
Curriculum Mapping ◽  
Group Discussions ◽  
Professional Skills ◽  
Transferable Skills ◽  
Small Group Discussions ◽  
Undergraduate Programs ◽  
Responsible Manner

Changing labor markets require a workforce that is broadly trained for a variety of possible careers. Recognizing this, government and industry representatives, along with students and their families, are encouraging universities and colleges to focus more on developing transferable skills to maximize employability of their graduates. In response, academic institutions and professional organizations have begun to develop lists of transferable professional skills that they expect students to have acquired on graduation. At the 2018 Physiology Majors Interest Group (P-MIG) meeting, participants stated that there was a need to define a list of professional skills for undergraduates completing a physiology major. To this end, a professional skills committee was established. Initially members of the committee worked together to develop a draft list of skills. An iterative process of refining the list was then undertaken through presentations/small-group discussions at appropriate international meetings and via an online survey. Over 60 physiology educators, the majority of whom teach in undergraduate programs, provided input. The final list (presented here) consists of 13 skills grouped in four broad categories: think critically, communicate effectively, behave in a socially and scientifically responsible manner, and demonstrate laboratory proficiency. It is anticipated that the list will be used for curriculum mapping and to guide the development of new physiology courses and major programs. The professional skills committee now plans to develop rubrics and tools that will allow for the assessment of these skills.

scholarly journals Engagement in Digital Lecture Halls: A Study of Student Course Engagement and Mobile Device use During Lecture

10.28945/2103 ◽  
2015 ◽  
Vol 14 ◽  
pp. 073-090 ◽  
Author(s):  
Gwendolyn Witecki ◽  
Blair Nonnecke
Keyword(s):  
Undergraduate Students ◽  
Mobile Device ◽  
Online Survey ◽  
Cell Phones ◽  
Academic Activities ◽  
Course Engagement ◽  
Smartphone Use ◽  
Device Use ◽  
Almost All ◽  
Undergraduate Programs

Universities have experienced increases in technology ownership and usage amongst students entering undergraduate programs. Almost all students report owning a mobile phone and many students view laptops and tablets as educational tools, though they also report using them for non-academic activities during lectures. We explored the relationship between student course engagement and the use of smartphones, laptops, cell phones, and tablets during lecture. Undergraduate students responded to an online survey asking about both course engagement and mobile device habits. Results show that smartphone use was most strongly related to lowered course engagement and while laptop use was related to lowered engagement, it was to a lesser extent. In contrast, overall engagement of students using tablets or cell phones was not significantly different than those who did not.

scholarly journals Preparatory planning framework for Created Out of Mind: Shaping perceptions of dementia through art and science

2017 ◽  
Vol 2 ◽  
pp. 108 ◽  
Author(s):  
Emilie Brotherhood ◽  
Philip Ball ◽  
Paul M Camic ◽  
Caroline Evans ◽  
Nick Fox ◽  
...  
Keyword(s):  
Social Sciences ◽  
Biomedical Sciences ◽  
Art And Science ◽  
Public Building ◽  
The Public ◽  
Arts And Sciences ◽  
Interdisciplinary Project ◽  
The Arts ◽  
Planning Framework

Created Out of Mind is an interdisciplinary project, comprised of individuals from arts, social sciences, music, biomedical sciences, humanities and operational disciplines. Collaboratively we are working to shape perceptions of dementias through the arts and sciences, from a position within the Wellcome Collection. The Collection is a public building, above objects and archives, with a porous relationship between research, museum artefacts, and the public.  This pre-planning framework will act as an introduction to Created Out of Mind. The framework explains the rationale and aims of the project, outlines our focus for the project, and explores a number of challenges we have encountered by virtue of working in this way.

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