As medical and other professional schools in the health sciences continue to modify their curricula, a variety of approaches are being utilized to teach the students. These widely diversified approaches range from the traditional and systematic course in physiology and neuroscience to those in which there is not an identifiable course in physiology. While a systematic presentation of physiological concepts under the direction of physiology faculty continues to be the most efficient way to ensure appropriate depth and breadth, physiologically related topics are often spread out over several courses. It is, nevertheless, essential that all medical and health professional students receive sufficient exposure to the physiological concepts that provide the foundations needed for further studies in pharmacology, pathology, pathophysiology, and medicine. The mechanisms of deranged function cannot be appreciated without an in-depth understanding of basic biophysical and physiological mechanisms. The purpose of developing these core competency criteria is to provide guidelines for the breadth and depth of knowledge in the physiological principles and concepts that are considered minimal and essential for further progress in understanding mechanisms of disease and body defenses. Regardless of the specific didactic or educational approach used by any given institution, that institution must develop mechanisms to assure that the students are being inculcated with these basic principles and concepts at appropriate depth of understanding. The development of these core learning objectives will allow all programs to determine if their students are achieving at least this basic level of understanding.

By necessity, the objectives define content to be taught. Not addressed in this document are issues related to the format in which this content should be presented. This will be dictated by factors and constraints (i.e., class size, number of faculty) unique to each institution. Nevertheless, all of the objectives can be attained using multiple teaching formats, and faculty need to the optimum teaching/learning format for their students.

The curricular objectives are focused primarily on normal body function. However, it is recognized that this material must be presented in a context that prepares students for their roles as physicians. Accordingly, it is suggested that wherever possible clinical examples can and should be used to illustrate the underlying physiological principles.