Experiential education prepares physiology students for their future health careers
The commitment to experiential learning reflects a core belief of the department: Students learn physiology best by applying it.
In the Department of Physiology, learning extends beyond the lecture podium. From a student’s first exposure to physiology courses through advanced, clinically focused electives, students are actively engaged through discussion-based instruction, hands-on experimentation, case studies, collaborative projects and innovative uses of emerging technologies.
This commitment to experiential learning reflects a core belief of the department: Students learn physiology best by applying it. As an inherently integrative discipline, physiology connects molecular mechanisms to organ systems and whole-body function, requiring students to grapple with complexity, ambiguity and real-world relevance.
The result is an undergraduate experience that prepares students not only to excel academically, but also to ready students for a rapidly evolving scientific and clinical landscape.
“Our ultimate goal is to help our students be more successful after they graduate from our program,” Mingyu Liang, MB, PhD, chair of the Department of Physiology.
"As AI capabilities continue to evolve, hands-on, experiential education remains one of the key areas that are high yield for our goal."
Approaching experiential learning in physiology
While each course is unique, experiential teaching in physiology typically weaves together several interconnected approaches. Faculty encourage collaborative, discussion-based learning that prompts students to articulate and defend their reasoning, while also engaging them in hands-on laboratory and research experiences early in the undergraduate curriculum.
Courses integrate clinical and real-world case studies to reinforce the application of foundational science, and they incorporate scaffolded group projects and presentations that help students build professional skills over time. Reflection and science-communication activities further deepen learning by connecting physiology to society and to students’ career goals.
From introductory classes to advanced electives, experiential learning remains a defining feature of the department’s curriculum, supporting students’ development at every stage:
Developing physiological identity early
PSIO 101: Tackling Physiological Topics in Today’s Society introduces students to physiology as both a discipline and a way of thinking. The course is organized into small learning communities led by senior physiology student mentors, fostering mentorship and belonging.
Professor Daniel McNabney, Ph.D., explains “Students complete scaffolded assignments that build toward a final group research proposal, practicing professional communication, analyzing primary literature, collecting and interpreting physiological data related to exercise and sleep, and presenting findings in written and oral formats.”
This layered approach helps students understand what it means to “think like a physiologist” early in their academic careers, setting the foundation for future coursework and health-profession pathways.
Introducing research from the very beginning
Experiential learning begins early in PSIO 295R: Introduction to Scientific Methods and Research where Professor Dawn Coletta, PhD, introduces students to research through hands-on laboratory activities, professional development exercises and reflective communication assignments.
Students conduct wet-lab experiments such as DNA extraction, pipetting accuracy challenges and gel electrophoresis, while also learning to use bioinformatics tools like BLAST and analyze primary scientific literature. The course’s low-stakes, inquiry-driven design emphasizes process and learning from mistakes rather than perfection.
“Every little detail counts,” one student observed after seeing how small technique differences affect experimental outcomes.
Professional development is woven throughout the course. Students create resumes for scientific roles, write professional outreach emails and participate in student and faculty research panels. Working in groups allows students to compare results and discuss factors influencing experimental success.
By the end of the semester, students leave with technical skills and a stronger research identity. Many go on to join research labs, pursue internships or approach upper-division coursework with greater confidence.
Community-engaged physiology that connects coursework to real-world impact
PSIO 489/489H: Current Topics in Physiology led by Lucinda Rankin, PhD, and PSIO 395A&B: PhysioConnects A&B taught by Matt Lujan, MS, and Mattie Klass, PhD, share a common commitment to grounding physiology education in real-world context through sustained engagement with community members and professionals. Both courses extend learning beyond traditional instruction, allowing students to apply physiological concepts to lived experience, contemporary challenges and professional practice.
In PSIO 489/489H, students engage directly with patients, clinicians, researchers and community leaders to examine pressing societal issues. Through discussion, debate and presentation, they integrate scientific concepts with social, ethical and economic considerations. By contrast, PhysioWorks and PSIO 395A&B emphasize professional exploration, development and preparation, linking students to a wide range of career pathways through panels, community connections and a curated database of opportunities.
“I liked how much this course prepared me for my next steps,” one student said. “The interview prep, the personal statement work, and everything in between — I feel much more confident going out into the real world after I graduate.”
Together, these courses demonstrate how community-connected approaches deepen understanding, build transferable skills and prepare physiology students for informed, purposeful next steps.
Building understanding through collaboration
For many students, immunology and cardiovascular physiology are among the most challenging undergraduate topics, involving numerous interacting systems, time-dependent processes and layers of regulation. In PSIO 431: Physiology of the Immune System and PSIO 485: Cardiovascular Physiology, Professor Zoe Cohen, PhD, makes collaboration central to the learning process.
Both courses are taught in collaborative learning spaces where students sit at tables rather than in rows, encouraging discussion and shared problem-solving. Short lectures introduce key concepts, followed by structured discussion questions that students work through together. The class then reconvenes to compare approaches, clarify misconceptions and refine ideas.
“The goal is for students to work together to come up with a potential answer,” Cohen said. “Even if it’s not completely correct, they’re still learning — and we can address issues during the full-class discussion.”
One activity during a unit on cardiovascular pathology requires students to draw an electrocardiogram tracing and determine where abnormal heart sounds would occur based on disease-specific changes. The exercise demands integration of prior knowledge and application in a clinical context.
“It brings a lot of prior knowledge to the forefront,” Cohen said. “Students have to put everything together.”
Because these courses mirror medical school curricula, students gain confidence knowing the skills they are developing will directly support their future training.
Innovating with technology and clinical simulation
Clinical reasoning is central to PSIO 469: Human Reproductive Physiology, where Randi B. Weinstein, PhD, piloted interactive case studies supported by AI to place students in realistic diagnostic situations. Students work with simulated patients and clinical team members in multistage cases that require developing differential diagnoses, conducting interviews and selecting diagnostic tests.
“These case study assignments strengthened my understanding by forcing me to apply concepts rather than just memorize them,” one student wrote.
Dr. Weinstein expanded this approach in PSIO 467: Endocrine Physiology, co-taught with Dawn Coletta, PhD, by embedding a required, scaffolded series of case-based assignments across the semester. Students work through endocrine-focused cases that emphasize refining differential diagnoses and evaluating the credibility of information sources.
The groundwork for these efforts was established in PSIO 495T: Topics in Physiology, AI in Physiology and Medicine, co-taught with John Kanady, PhD. Dr. Kanady introduced the use of custom GPT-based simulated patients. The course frames AI as a tool for ethical, transparent and clinically relevant problem-solving in physiology education.
One student noted, “Before this class, I was unsure of how AI could apply to health care since it’s such a hands-on field. However, I now understand that AI can be used for the research and reasoning aspect of health care. It’s also a great way to check your understanding or approach to something.”
Clinical reasoning in a supportive environment
In PSIO 495M: Musculoskeletal Physiology Colloquium, students apply foundational physiology and anatomy to real clinical scenarios involving musculoskeletal injury and disease. The discussion-based course centers on five patient case studies that unfold over multiple class sessions.
Professor Claudia Stanescu, PhD, guides students to analyze patient information, develop differential diagnoses and justify their reasoning as new details emerge. There is no penalty for being wrong and all responses are considered in the process.
“The great thing about this format is that students feel included and valued,” Stanescu said. “They gain confidence when they can apply what they know.”
Students consistently cite the course’s realism. “I was able to connect what I learned in the course to my other courses, and it showed that I learned the material,” one student said.
Becoming informed consumers and communicators of science
PSIO 487: Physiology of Aging focuses on scientific literacy, critical thinking and communication. Students call upon their physiology knowledge and use peer-reviewed evidence to evaluate popular media claims about aging.
“Students naturally want to read popular media, but those articles often leave them with more questions,” professor Allyson Roof, PhD said. “This approach meets the students where there are by showing them that the facts they seek live in the scientific literature.”
The course culminates in a poster presentation and infographic project, challenging students to translate complex information about aging and age-related disease for a general audience.
Preparing students for what comes next
Across the curriculum, a common theme emerges: Students learn physiology most deeply when they engage with it actively. By experimenting, diagnosing, discussing and reflecting, they develop the intellectual agility and professional skills needed for success beyond the classroom.
Experiential teaching prepares students for collaboration, clinical reasoning, research literacy, scientific communication and adaptation to new technologies. Just as importantly, it builds confidence and belonging.
The Department of Physiology’s commitment to experiential learning has a profound impact on student success. Graduates leave with more than strong academic records; they carry applied knowledge, collaborative skills and professional habits that distinguish outstanding health-profession candidates.
By integrating experiential teaching throughout the undergraduate curriculum, the department has established a premier pre-health program that prepares students not just to advance, but to thrive in medical school, professional training, research and beyond.