Conceptual assessment requires knowledge of misconceptions or erroneous mental models of physiological processes. Students come to the study of physiology with prior learning from previous courses, everyday experiences, "common sense" and this prior knowledge may conflict with our current physiological models, which may be counter-intuitive. Language (terminology), analogies and diagrams in texts and lecture may unintentionally create or reinforce students misconceptions.
Concept assessment are often sets of multiple-choice questions and the distractors usually reflect common student misconceptions. One dimension of this project, therefore, is to document common student misconceptions regarding the three core concepts (which we have unpacked) and their component ideas.