Document Type

Conference Paper

Publication Date

2026

Abstract

Physiology is widely recognized as one of the most challenging courses for STEM students. Contributing factors include the discipline’s inherent complexity, instructional methods, and student preparedness, with both faculty and students identifying the nature of the discipline as the primary challenge. Many undergraduates enter college having experienced predominantly teacher-directed, pedagogical instruction, whereas success in college-level physiology requires self-directed, andragogical learning strategies. We hypothesize that students’ difficulties arise more from a lack of self-directed learning skills than from content complexity alone. To investigate this, we administered an anonymous survey to 340 students spanning freshman to professional levels, achieving a 93% completion rate. Student support appointments were also tracked. Survey results indicated that physiology was consistently rated as one of the most difficult courses and that students relied on ineffective study techniques. Implementation of structured visual instruction and targeted instructor guidance was associated with increased student confidence, improved study strategies, and higher academic performance. These findings suggest that the difficulty of physiology stems largely from the transition from teacher-directed to self-directed learning rather than from course content alone. Structured, visually supported instruction paired with personalized guidance can help students develop essential self-directed learning skills and succeed in challenging STEM courses. This study highlights the importance of aligning instructional approaches with the learning needs of students. Navigating the pedagogical-to-andragogical transition, providing evidence-based strategies for enhance postsecondary physiology education.

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