Using “evidence-based practice” to integrate physiological knowledge with practical application in an introductory undergraduate exercise physiology course

Abstract

Critical thinking and scientific communication are common learning objectives in physiology education. However, a lack of real-world application can limit the transfer of these skills to professional settings. For example, health and wellness professionals are often asked to give advice to clients and patients regarding the use of nutritional supplements, diets, and exercise programs. Giving sound advice on these questions requires the ability to find, interpret, and communicate the evidence to support or reject the use of a given intervention. “Evidence-based practice” (EBP) provides a philosophical framework for combining personal experience, client/patient values, and scientific evidence to give informed advice in a professional setting. Here, we describe the development and implementation of a semester-long EBP project in an introductory exercise physiology course. We discuss how specific components of the project are designed to enhance classroom equity, improve scientific communication, and integrate course content with the student’s lived experience and personal interests.