Transcript Physics of Medicine (POM) Program: An Application of

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
[email protected]
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 Minor
o NSF TUES grant for POM active learning curriculum
development
o Wonderful Networking with all of you!
• How’d we get there? ‘”IPLS” course reform:
worked well and challenges that led to
opportunities
what
• 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) - - -
Why not take more???
What I was hearing from the students
(and some faculty) was . . . . . .
General pre-health or pre-med
student thought:
“ . . . . . . .well, you know,
physics is not really relevant
to medicine”
Opportunity:
So, we worked to help students see and
experience the relevance . . . . . . . . .
• 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!
STEPS to IPLS Development. . . .
– 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
Led to Another Opportunity: Worked with
other faculty . . .
– 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!!
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 I
o 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
POM PreProfessional MAJOR
*requires 16 hrs.
POM courses +
interdisciplinary
component
(new 4/13)
Medical Physics
MAJOR
*requires 16 hrs. POM
courses, upper
division physics and
upper division math
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 the Body II
Optics (with medical focus)
Physics of Medical Imaging
Statistics for the Health Sciences or Mathematical
Modeling
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 Body
Physics 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 2012
o $200,000
o Collaborative with Loyola University Maryland – Dr. Mary Lowe
o Create three upper-division active learning physics modules:
1. Fiber optics and light delivery in Medicine – on
iCollaborative
2. Pressure in the human body - RESPIRATORY and
CARDIOVASCULAR System
3. 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
Pressure Equilibrium
Small Balloon
Large Balloon
Ambient Pressure
Heart Module
Fiber Optic Coupling
r
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
“” . . . .
THANK YOU!!
For more information:
[email protected]