Integration of professional competency development in a physiology capstone curriculum.

Area of Science:

• Physiology Education
• Undergraduate Curriculum Development
• Professional Skills Training

Background:

• Undergraduate science programs increasingly focus on professional competency alongside scientific knowledge.
• Preparing students for postgraduate studies and diverse careers requires explicit skill development.
• Traditional curricula often lack structured integration of professional skills.

Purpose of the Study:

• To integrate professional skills development into an undergraduate human physiology capstone laboratory course.
• To assess the impact of embedded professional development activities on student competencies.
• To provide a scalable model for interdisciplinary professional skills integration.

Main Methods:

• Weekly professional development activities (self-assessments, guided reflections) were embedded in laboratory assignments.
• Students utilized the Michigan State University Career Services Network "12 Essentials for Success" for self-assessment.
• A culminating assignment required synthesis of reflections and articulation of transferable skills.

Main Results:

• Students engaged in structured self-assessments and reflections on key professional skills.
• The curriculum provided a framework for developing and articulating transferable competencies.
• The integrated approach demonstrated scalability for professional skills development.

Conclusions:

• Integrating professional skills into a physiology capstone course is feasible and effective.
• This model enhances student preparedness for postgraduate education and careers.
• The approach offers a scalable solution for science curricula nationwide.