Evidence map›Paper›PMID 27105740›Full record

ArticleAdvances in physiology education2016

A conceptual framework for homeostasis: development and validation.

Jenny McFarland, Mary Pat Wenderoth, Joel Michael, William Cliff, Ann Wright, Harold Modell

Abstract read
In one paragraph

Article in Advances in physiology education, 2016. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 6 papers.

0numbers the graph read from it
0cells of the map it votes in
6citing papers in PubMed
–field-weighted citation impact
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

6 citing papers in PubMed.

  1. Reflections on the Core Concepts of Physiology and Pharmacology.Pharmacology research & perspectives · 2025
    Review
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4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

6 authors.

Jenny McFarlandBiology Department, Edmonds Community College, Lynnwood, Washington; jmcfarla@email.edcc.edu.
Mary Pat WenderothDepartment of Biology, University of Washington, Seattle, Washington;
Joel MichaelDepartment of Molecular Biophysics and Physiology, Rush Medical College, Chicago, Illinois;
William CliffDepartment of Biology, Niagara University, Niagara, New York;
Ann WrightDepartment of Biology, Canisius College, Buffalo, New York; and.
Harold ModellPhysiology Educational Research Consortium, Seattle, Washington.

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

We have developed and validated a conceptual framework for understanding and teaching organismal homeostasis at the undergraduate level. The resulting homeostasis conceptual framework details critical components and constituent ideas underlying the concept of homeostasis. It has been validated by a broad range of physiology faculty members from community colleges, primarily undergraduate institutions, research universities, and medical schools. In online surveys, faculty members confirmed the relevance of each item in the framework for undergraduate physiology and rated the importance and difficulty of each. The homeostasis conceptual framework was constructed as a guide for teaching and learning of this critical core concept in physiology, and it also paves the way for the development of a concept inventory for homeostasis.

Indexed as

Students, Health OccupationsEducational MeasurementFacultyHomeostasisHumansPhysiologyProgram DevelopmentReproducibility of ResultsSurveys and Questionnairesconceptual frameworkcore concepthomeostasisphysiology

Identifiers

PMID27105740
PMCPMC5002438

What OpenQuestion holds

Textmetadata
Read underepoch 390

Registered trials

None linked

Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.