Rockhurst University CASE STUDY: IPLS - - - - > Physics of Medicine

ILPS Conference March 15, 2014

Nancy Donaldson, Ph.D Professor of Physics

Rockhurst University Kansas City, Missouri

nancy.donaldson@rockhurst.edu

Physics of Medicine “My Field of Dreams”

Outline of Presentation:

• Let’s start with successes in our program. . . .

o Large Growth in physics students:o Physics of Medicine (POM) Program – Major and Minoro NSF TUES grant for POM active learning curriculum developmento Wonderful Networking with all of you!

• How’d we get there? ‘”IPLS” course reform: what worked well and challenges that led to opportunities

• Lastly, where we are now - - and where we are going!

2003: Where we started . . .

Challenge #1: Low Number of Traditional Physics Majors - Danger!

Opportunity: Large number of students interested in Medicine or health care

career

Challenge #2: Students were only taking 4 - 8 hours of required introductory

physics courses (typically in sophomore year) - - -

General pre-health or pre-med student thought:

“ . . . . . . .well, you know, physics is not really relevant to medicine”

Why not take more???What I was hearing from the students (and some faculty) was . . . . . .

• Start by asking questions:– What do my students need to know?– What are the big ideas that unite?– What can I do to help them get there?– Goal: develop a strong, inquiry based introductory

physics sequence that stresses the relevance of physics to medicine/healthcare – --- - - - - - - - - - start of IPLS!

Opportunity: So, we worked to help students see and experience the relevance . . . . . . . . .

– My background: “I was this student” . . . . .

• Constructivist pedagogy• Inquiry based curriculum: based on physics teaching

experience (state grants: CPU, PET). • Building a foundation - - - - wonderful “story” of physics

– Another Challenge: Department climate: • Pre – med • Pre-PT, OT, CSD

– Previously “Baby” physics – This is where I started reform in 2003

STEPS to IPLS Development. . . .

– Colleagues from other campuses– Colleagues from other disciplines

• Great value– Strong belief in collaboration– Create interdisciplinary learning for “pragmatic” students– Interesting and I learned a lot!!

Led to Another Opportunity: Worked with other faculty . . .

So, how did we “win over” the pre- therapy students? Curriculum Development, passion, pedagogy

1. Teach physics as essential to an understanding of therapy – examples:• Force and Torque:• Vectors and Statics:• Fluids: • Buoyancy:• Electricity:

2. Semester development: deep conceptual & math DUO - - at the right time to remove fear!

3. Final Project relating physics to career interests in therapy - --

• Students research and choose group topic w/ professor approval

• Meet with PT, OT, CSD faculty• Very happy with student work!!

Example Intro Student Project: The Barefoot Running Fad

• Student Question: Is it worthwhile?• Investigate: Discrepancies in research• Experiment: Foot strike pattern is crucial• Analyze: Compare shod vs. unshod using impulse,

friction, force vectors, pressure

Force Plate Experimentation:

Forefoot Shod vs. Unshod

Rearfoot Shod vs. Unshod

Promoting Recovery: Relationship to PT

• Knee injuries• Ankle Sprains • Ice massages• Stretching• Strengthening

Physics Service Learning and Medicine:

Service Project:

WACKY SCIENCE NIGHT

at Children’s Mercy Hospital

2007: on to reforming Pre-Med Physics:

• Challenge: Faculty illness in 2007

• Opportunity: reform Pre-Med Physics– Same emphasis of relevance to medicine and the body– Same emphasis of inquiry –based, deep conceptual understanding

intertwined with mathematics– Problem solving with “big picture” in mind– Success!

“The Physics Curse”(It’s a good thing!)

2009: IPLS Success led to development of Physics of Medicine (POM) Program

• Active Learning, relevant upper division coursework (Interdisciplinary component) o Pre-requisite: one year of general physics and calculus Io Focus: intermediate level physics coursework + advanced

physics options for students wanting more depth

• Designed to address the AAMC Scientific Competency Report

Rockhurst Physics of Medicine Program (POM) - TODAY

Physics of Medicine Program

Physics of Medicine MINOR

* requires 12 hrs. of POM

Courses

Medical Physics MAJOR

*requires 16 hrs. POM courses, upper division

physics and upper division

math

POM Pre-Professional

MAJOR*requires 16 hrs. POM courses +

interdisciplinary component (new 4/13)

POM Curriculum Guidelines:

Applications of physics principles to an understanding of the function of the human body in health and disease

Application of physics in the medical imaging and nuclear medicine used in diagnosis and therapy

Address AAMC/HHMI Competencies

Physics of Medicine Coursework: Inquiry Based!

Physics of the Body I

Physics of Medical Imaging

Optics (with medical focus)

Statistics for the Health Sciences or Mathematical Modeling

Physics of the Body II

POM Capstone Research Course

Physics of the Body I – Topics Covered• Law of Conservation of

Energy in the Body• Biomechanics• Pressure in the Body –

organs and osmotic pressure

• Fluid Dynamics as applied to the BodyPhysics of the Respiratory System

Physics of the Body II – Topics Covered

Physics of Cardiovascular System

Electricity in the Body

Sound, speech

Ultrasound

Physics of Hearing

CAPSTONE RESEARCH PROJECT

Optics in Medicine

Optics & Vision

Fiber Optics, Endoscopy &Lasers

Medical Imaging - “How do you see inside of me?

• How are they the same?• How are they different?• Physics involved?• What are the advantages

and limitations of each?

POM Field Trips:

• University of Kansas Medical Center – Nuclear Medicine Dept.

• Research Medical Center – Medical Imaging Dept.

• Kansas City University Medical Center – Using a Fiber Scope!

• Kansas City University of Biomedical Sciences – Microscopy Imaging

Guest Speakers to Campus

• M.D. - - therapeutic and diagnostic ultrasound• D.O - - forces on the spine and therapeutic manipulation• D.D.S. - - forces in the jaw and concussions• P.T. , Ph.D. Electric Signals in the Brain, EEG• P.T. - - physics of transfers of patients• Physiologist – physics of respiration• Veterinarian - Acupuncture• Health Psychologist – Obesity and Thermodynamics• Ophthalmologist - new research in eye laser surgery

NSF Grant TUES Award: May 2012o $200,000o Collaborative with Loyola University Maryland – Dr. Mary Loweo Create three upper-division active learning physics modules:

1. Fiber optics and light delivery in Medicine – on iCollaborative2. Pressure in the human body - RESPIRATORY and

CARDIOVASCULAR System3. Nuclear physics and nuclear medicine - Gamma camera

o Medical Consultants: Research Hospitals and Medical Faculty; Fiber Optics Experts, Specialty areas in Medicine covering Physics of Medicine Topics

Where we are now . . . . .

New Students to Physics! Physics Program is vibrant!

Currently:• Very Active POM Program: currently 38 declared POM

Majors and Minors in our fourth year of implementation – majority of women!

• Projection for strong 2014 class

• Very positive student/alumni survey/reflections

Where we are going . . . .

• NSF developed active-learning curriculum modules – available to share! (just email me)

• Strong interest in networking and shared curricula/pedagogy/strategies for development

Respiratory Module

Small Balloon

Large Balloon

Pressure Equilibrium

Ambient Pressure

Heart Module

r

Fiber Optic Coupling

Viewing Through Optical Fibers!

Summary & Institutional Impact:POM is a recognized program on Rockhurst campus

Challenges: • Faculty Load &Training• Marketing – tips if you want them!• Fit within course load of busy pre-med & pre-therapy

students• Funding • “Real” physics (traditional vs. reform)• Our Dean: Chicken or Egg

• Opportunities: addressed by PASSION for program POM is a whole lot of FUN!

HAUNTED PHYSICS LAB – “Haunted ER”!!!

POM Grad Quote . . . . . .

“As the Dean of the College of Medicine addressed us regarding the foundations of our medical education, he presented us this image, showing the importance of an integrated understanding of biology, chemistry, and PHYSICS in medical education. “

“” . . . . you can imagine how having that extra knowledge in the physics of medicine will be a HUGE benefit as I begin my studies.” – Melissa Hager ‘11

Note: Physics

location!

THANK YOU!!

For more information:Nancy.donaldson@rockhurst.edu