Phys-MAPS: a programmatic physiology assessment for introductory and advanced undergraduates.

Area of Science:

• Physiology Education
• Programmatic Assessment
• Educational Measurement

Background:

• Undergraduate physiology programs require robust assessment tools to evaluate student learning.
• Existing tools may not offer longitudinal insights or align with core conceptual frameworks.
• Data-driven curriculum reform necessitates reliable methods for tracking student comprehension.

Purpose of the Study:

• To introduce Measuring Achievement and Progress in Science in Physiology (Phys-MAPS), a novel, freely available online assessment tool.
• To align Phys-MAPS with established physiology conceptual frameworks (Core Principles, Vision and Change).
• To provide a longitudinal assessment to inform physiology curriculum development.

Main Methods:

• Developed Phys-MAPS using modified multiple true/false questions through iterative student interviews and expert review.
• Validated the tool's scientific accuracy, appropriateness, and clarity with physiology experts.
• Administered Phys-MAPS to 2,600 students across 13 universities, analyzing reliability and bias.

Main Results:

• Phys-MAPS demonstrated reliability and negligible bias across demographic variables (differential item functioning <0.008).
• Experts overwhelmingly agreed on the scientific accuracy and relevance of Phys-MAPS statements (>90%).
• Student performance on Phys-MAPS significantly correlated with class standing (P < 0.001), indicating its ability to distinguish learning levels.

Conclusions:

• Phys-MAPS is a reliable, unbiased, and validated tool for assessing undergraduate physiology learning longitudinally.
• The tool can effectively track student progress and identify concepts (e.g., evolution, homeostasis) posing consistent challenges.
• Phys-MAPS supports data-driven curriculum reform in physiology education.