The medical curriculum at the University of North Dakota School of Medicine and Health Sciences has recently been redesigned into a problem-based/traditional hybrid model that utilizes an integrated organ systems-based approach to teach basic and clinical sciences. The number of lecture hours in general has been greatly reduced, and, in particular, lecture hours in physiology have been reduced by 65%. Students learn basic science in small groups led by a faculty facilitator, and students are responsible for a great deal of their own teaching and learning. The curriculum is centered around patient cases and is called patient-centered learning (PCL). The curriculum includes traditional lectures and laboratories supporting faculty-generated learning objectives. Endocrine physiology is taught in year one, utilizing four weeks of patient cases that emphasize normal structure and function of endocrine systems. Endocrine physiology is revisited in year two, which is primarily focused on pathobiology. The PCL curriculum, with emphasis on the endocrine component, is described in detail along with key portions of an endocrine case.

This study tested the hypothesis that measurable attributes in students' backgrounds are related to their successful completion of an undergraduate human physiology course. Demographic, general academic performance, and science achievement data were obtained from student records for students enrolled during the 1995-1996 academic year, and additional demographic data were obtained from students enrolled during the 1996-1998 academic years. A hierarchical logistic regression analysis explored the relationship fo these variables to the percentage of students passing the human physiology course. Predicted passing versus failing showed a sensitivity of 85.5% and specificity of 69.7%. Two independent validations of the logistical regression equation correctly predicted the performance of subsequent groups of students 75.9% and 77.6% of the time.

In 2006, University of North Dakota Physician Assistant (PA) Program initiated a pilot project of enrolling, in addition to Registered Nurses (RN), other health care professionals (HCP). The purpose of this study is to begin assessing what effect this program change will have upon the PA pathophysiology course.Demographic data were obtained from those enrolled in the first class. Demographic and performance variables were analyzed using analysis of variance.Thirty‐one students (17 RN and 14 HCP) were admitted. Mean age upon matriculation was: RN ‐ 39.1 years; HCP ‐ 34.1 years. Mean years of clinical experience was 12.7 and 7.9 years respectively. Mean objective multiple‐choice exam scores were 77.7% (RN) and 81.6 % (HCP). Based upon exam scores only, 65% of RN and 43% HCP students would have performed below a grade of 79%.Sample data showed RNs have more years of clinical experience, are older, and have lower objective exam performance than HCP. Results from the analyses found moderate effect sizes, but due to the small group sizes power was low; therefore, results were not significant.The information obtained has stimulated an in‐depth discussion of course content, format and modes of delivery.

In 2006, University of North Dakota Physician Assistant (PA) Program initiated a pilot project of enrolling, in addition to Registered Nurses (RN), other health care professionals (HCP). The purpose of this study is to begin assessing what effect this program change will have upon the PA pathophysiology course. Demographic data were obtained from those enrolled in the first class. Demographic and performance variables were analyzed using analysis of variance. Thirty‐one students (17 RN and 14 HCP) were admitted. Mean age upon matriculation was: RN ‐ 39.1 years; HCP ‐ 34.1 years. Mean years of clinical experience was 12.7 and 7.9 years respectively. Mean objective multiple‐choice exam scores were 77.7% (RN) and 81.6 % (HCP). Based upon exam scores only, 65% of RN and 43% HCP students would have performed below a grade of 79%. Sample data showed RNs have more years of clinical experience, are older, and have lower objective exam performance than HCP. Results from the analyses found moderate effect sizes, but due to the small group sizes power was low; therefore, results were not significant. The information obtained has stimulated an in‐depth discussion of course content, format and modes of delivery.

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