Muddy Mondays, Working Wednesdays, Freaky Fridays: how physiology course structure and weekly rhythms support student development of transferable skills.
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| Title: | Muddy Mondays, Working Wednesdays, Freaky Fridays: how physiology course structure and weekly rhythms support student development of transferable skills. |
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| Authors: | Wells, Karen M.1 (AUTHOR), Eubig, Paul1 (AUTHOR), Livingston, Madison Lee1 (AUTHOR), Bush, Bryana M.1 (AUTHOR), Scarpaci, Ava Jane1 (AUTHOR), Schultz, Jaidyn1 (AUTHOR), Stanescu, Renata Maria1 (AUTHOR), Ovid, Dax1 (AUTHOR) |
| Source: | Advances in Physiology Education. Jun2026, Vol. 50 Issue 2, p1-24. 24p. |
| Subject Terms: | *Course organization (Education), *Active learning, *College curriculum, *Physiology education, *Instructional systems design, *Professional education, Professional competence, Scheduling |
| Abstract: | To advance efforts for assessing professional development in undergraduate physiology coursework, our study investigates how students described aspects of course structure in an introductory physiology course in relation to transferable skills for other professional pursuits. The study context was a large-enrollment undergraduate physiology course that was redesigned to use weekly classroom assessment techniques and active learning. Based on the theoretical framework of transfer of learning and the principles of Universal Design for Learning (UDL) informed by critical disability theory, we conducted a qualitative inquiry of written responses through deductive and inductive content analysis. We found that the vast majority of students described how aspects of course structure supported their transferable skill development, often highlighting the weekly rhythm: Muddy Mondays, Working Wednesdays, and Freaky Fridays. Furthermore, students provided evidence of applying strategies from a single course to other courses, in alignment with UDL principles as well as the Physiology Majors Interest Group (P-MIG) career competencies. Our study offers a comprehensive overview of how multiple components of course structure can support transferable skill development, with implications for education researchers who assess and instructors who apply active learning strategies in instructional design for undergraduate physiology courses. NEW & NOTEWORTHY In alignment with Universal Design for Learning principles as well as the Physiology Majors Interest Group (P-MIG) career competencies, this study offers a comprehensive overview of how multiple components of course structure can support transferable skill development, with implications for education researchers who assess and instructors who apply active learning strategies in instructional design for undergraduate physiology courses. [ABSTRACT FROM AUTHOR] |
| Copyright of Advances in Physiology Education is the property of American Physiological Society and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 194748785 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Muddy Mondays, Working Wednesdays, Freaky Fridays: how physiology course structure and weekly rhythms support student development of transferable skills. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Wells%2C+Karen+M%2E%22">Wells, Karen M.</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Eubig%2C+Paul%22">Eubig, Paul</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Livingston%2C+Madison+Lee%22">Livingston, Madison Lee</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Bush%2C+Bryana+M%2E%22">Bush, Bryana M.</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Scarpaci%2C+Ava+Jane%22">Scarpaci, Ava Jane</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Schultz%2C+Jaidyn%22">Schultz, Jaidyn</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Stanescu%2C+Renata+Maria%22">Stanescu, Renata Maria</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Ovid%2C+Dax%22">Ovid, Dax</searchLink><relatesTo>1</relatesTo> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Advances+in+Physiology+Education%22">Advances in Physiology Education</searchLink>. Jun2026, Vol. 50 Issue 2, p1-24. 24p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Course+organization+%28Education%29%22">Course organization (Education)</searchLink><br />*<searchLink fieldCode="DE" term="%22Active+learning%22">Active learning</searchLink><br />*<searchLink fieldCode="DE" term="%22College+curriculum%22">College curriculum</searchLink><br />*<searchLink fieldCode="DE" term="%22Physiology+education%22">Physiology education</searchLink><br />*<searchLink fieldCode="DE" term="%22Instructional+systems+design%22">Instructional systems design</searchLink><br />*<searchLink fieldCode="DE" term="%22Professional+education%22">Professional education</searchLink><br /><searchLink fieldCode="DE" term="%22Professional+competence%22">Professional competence</searchLink><br /><searchLink fieldCode="DE" term="%22Scheduling%22">Scheduling</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: To advance efforts for assessing professional development in undergraduate physiology coursework, our study investigates how students described aspects of course structure in an introductory physiology course in relation to transferable skills for other professional pursuits. The study context was a large-enrollment undergraduate physiology course that was redesigned to use weekly classroom assessment techniques and active learning. Based on the theoretical framework of transfer of learning and the principles of Universal Design for Learning (UDL) informed by critical disability theory, we conducted a qualitative inquiry of written responses through deductive and inductive content analysis. We found that the vast majority of students described how aspects of course structure supported their transferable skill development, often highlighting the weekly rhythm: Muddy Mondays, Working Wednesdays, and Freaky Fridays. Furthermore, students provided evidence of applying strategies from a single course to other courses, in alignment with UDL principles as well as the Physiology Majors Interest Group (P-MIG) career competencies. Our study offers a comprehensive overview of how multiple components of course structure can support transferable skill development, with implications for education researchers who assess and instructors who apply active learning strategies in instructional design for undergraduate physiology courses. NEW & NOTEWORTHY In alignment with Universal Design for Learning principles as well as the Physiology Majors Interest Group (P-MIG) career competencies, this study offers a comprehensive overview of how multiple components of course structure can support transferable skill development, with implications for education researchers who assess and instructors who apply active learning strategies in instructional design for undergraduate physiology courses. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Advances in Physiology Education is the property of American Physiological Society and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=194748785 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1152/advan.00285.2025 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 24 StartPage: 1 Subjects: – SubjectFull: Course organization (Education) Type: general – SubjectFull: Active learning Type: general – SubjectFull: College curriculum Type: general – SubjectFull: Physiology education Type: general – SubjectFull: Instructional systems design Type: general – SubjectFull: Professional education Type: general – SubjectFull: Professional competence Type: general – SubjectFull: Scheduling Type: general Titles: – TitleFull: Muddy Mondays, Working Wednesdays, Freaky Fridays: how physiology course structure and weekly rhythms support student development of transferable skills. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Wells, Karen M. – PersonEntity: Name: NameFull: Eubig, Paul – PersonEntity: Name: NameFull: Livingston, Madison Lee – PersonEntity: Name: NameFull: Bush, Bryana M. – PersonEntity: Name: NameFull: Scarpaci, Ava Jane – PersonEntity: Name: NameFull: Schultz, Jaidyn – PersonEntity: Name: NameFull: Stanescu, Renata Maria – PersonEntity: Name: NameFull: Ovid, Dax IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 06 Text: Jun2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 10434046 Numbering: – Type: volume Value: 50 – Type: issue Value: 2 Titles: – TitleFull: Advances in Physiology Education Type: main |
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