​The following papers have been written by the leadership and/or members of

P-MIG in relation to the needs, goals and ideas for physiology education

and how P-MIG can be most impactful:

​

​

​

• Valerie VanRyn, Jennifer Rogers, Jeffrey Osborn, Claudia Stanescu, and Erica Wehrwein Report from the Inaugural Physiology Majors Interest Group Meeting, The Physiologist, Vol 60, No 6, Nov 2017

 

 

• VanRyn V, Poteracki JM, and Wehrwein EA.  Physiology Undergraduate Degree Requirements in the U.S., Adv Physiol Educ, Vol 41, No 4, Dec 2017

 

 

• Silverthorn D, Carroll R, and Wehrwein EA.  Undergraduate and Medical School Physiology Education in the United States. Physiology (Bethesda). 2017

 

 

• Wehrwein EA. Physiology is Alive and Well.  Just ask an undergraduate student.  The Physiologist, Vol 59, No 6, Nov 2016

​

• Wehrwein EA. Setting National Guidelines for Physiology Undergraduate Degree Programs. Adv in Physiol Educ, Vol 42, No 1, Mar 2018

​

​

The following papers have been written by the collaborators of the Core Concepts in relation to the needs, goals and ideas for physiology education:

 

​

• Martinková, P., Drabinová, A., Liaw, Y.L., Sanders, E., McFarland, J., and Price, R.M. Using DIF analysis to reveal potential equity gaps in conceptual assessments. CBE Life Sciences Education DOI: doi: 10.1187/cbe.16-10-0307

​

​

• McFarland, J., Michael, J., Modell, H., Wenderoth, M.P., Cliff, W., and Wright, A. (2016) A Conceptual Framework for Homeostasis: Development and Validation. Advances in Physiology Education 40: 213–222. Additional Materials linked below DOI: 10.1152/advan.00103.2015 Additional materials: hcf-additional_materials-homeostasiscf-paper.pdf

​

​

• McFarland, J., Price, R.M., Wenderoth, M.P., Martinková, P., Cliff, W., Michael, J., Modell, H., and Wright, A. Development and Validation of the Homeostasis Concept Inventory. CBE Life Sciences Education DOI: doi: 10.1187/cbe.16-10-0305

​

​

• Michael J. (2007) Conceptual assessment in the biological sciences: a National Science Foundation-sponsored workshop. Advances in Physiology Education 31: 389–391. DOI: 10.1152/advan.00047.2007

​

​

• Michael, J. (editor). (2017) Core Concepts of Physiology: A New Paradigm for Teaching Physiology. American Physiological Society and Springer-Verlag, New York. DOI: 10.1007/978-1-4939-6909-8 http://www.springer.com/us/book/9781493969074

​

​

• Michael, J., Martinková, P., McFarland, J., Wright, A., Cliff, W., Modell, H., and Wenderoth, M.P. (2017) Validating a conceptual framework for the core concept of “cell-cell communications.” Advances in Physiology Education 41(2):260-265. DOI: 10.1152/advan.00100.2016

​

 

• Michael, J. and McFarland, J. (2011) The core principles (“big ideas”) of physiology: results of faculty surveys. Advances in Physiology Education 25:336-341. DOI: 10.1152/advan.00004.2011

​

​

• Michael J., McFarland, J., and Wright, A. (2008) The second Conceptual Assessment in the Biological Sciences workshop. Advances in Physiology Education 32: 248-251. DOI: 10.1152/advan.90122.2008

​

​

• Michael, J., Modell, H., McFarland, J., and Cliff, W. (2009). The “core principles” of physiology: what should students understand? Advances in Physiology Education, 33: 10-15. DOI: 10.1152/advan.90139.2008

​

​

• Modell, H., Cliff, W., Michael, J., McFarland, J., Wright, A. and Wenderoth, M.P. (2015) A Physiologist's View of Homeostasis. Advances in Physiology Education 39(4):259-266 DOI: 10.1152/advan.00107.2015

​