AUTHENTICITY IN PHYSIOLOGY EDUCATION

Abstract

The study explored the concept of authenticity in physiology education and practice. The demand for a more skilled labour force, has led to transformations in higher education as academics are encouraged to implement authenticity throughout assessment. However, a lack of shared understanding about authenticity in physiology education makes it challenging for academics to design assessment and learning experiences that adheres to the University’s assessment criteria. The primary aim was to explore the perspectives of students, educators, and industry professionals on authenticity in physiology education, with a focus on defining authentic assessment, evaluating current practices, and identifying implementation challenges. ​The study investigated existing physiology assessments and evaluated four frameworks to explore how assessment design can better reflect real-world practice and workplace relevance. The study employed a qualitative approach using semi-structured interviews with 10 students, 11 academics, and 8 industry professionals.​ Participants were asked to articulate their understanding of authenticity, evaluate current assessments, and analyse four frameworks. Data were analysed using reflexive thematic analysis and quantitative scoring using one-way ANOVA. ​All groups emphasised the importance of transferable skills in assessment. Students critiqued traditional assessments for focusing on memory over understanding, while academics and industry stressed the importance of foundational knowledge. ​Logistical hurdles, such as time, funding, and resources, were identified as barriers to implementation. ​A need to tailor frameworks to physiology graduate’s diverse career paths was identified. ​Final exams were rated significantly different across groups, with industry professionals valuing them more for developing transferable skills. Authentic assessment is integral to preparing students for workplace challenges, but its implementation in physiology education is complex due to diverse career paths and logistical constraints. The study highlights the need for co-design approaches to develop feasible and reflective assessments. ​ Future research should focus on creating a physiology-specific framework to guide educators in implementing authentic assessments. ​