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

• 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: what worked well and challenges that led to opportunities
• Lastly, where we are now - - and where we are going!

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!!

• 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

Forefoot Shod vs. Unshod
Rearfoot Shod vs. Unshod

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

Service Project:
WACKY SCIENCE
NIGHT at Children’s Mercy
Hospital

• 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!)

• 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 Pre-
Professional 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

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 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

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?

• 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

• 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

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

• 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
Ambient Pressure
Pressure Equilibrium

r

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 b y PASSION for program
POM is a whole lot of FUN!

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:
Nancy.donaldson@rockhurst.edu