A case-based educational module focusing on four clinically significant channelopathies was developed to reinforce foundational electrophysiology concepts for medical students.
A new case-based educational module on channelopathies was developed to bridge foundational physiology with early clinical thinking for medical students.
Medical students are expected to master foundational electrophysiological principles, including membrane potentials, ion gradients, and the generation and propagation of action potentials. However, traditional preclinical curricula often lack structured opportunities for students to apply this foundational knowledge in clinical contexts. We hypothesized that a case-based supplementary teaching module focused on clinically significant channelopathies could reinforce students’ understanding of the physiology of voltage-gated sodium (VGSCs) and potassium (VGKCs) channels, while enhancing integration with clinical application. To develop this resource, we conducted a focused review of four widely used medical physiology textbooks and found that although many texts introduce channelopathies at varying levels, the pedagogical use of typical channelopathies to enhance students’ learning of the foundational electrophysiology is rare. While many textbooks reference ion channel functions and clinical correlates, few provide scaffolded visual aids or structured case-based learning opportunities. This project builds on the initial incorporation of a few channelopathy examples in prior course lectures and aims to expand that foundation into a comprehensive, case-based educational module. We selected four channelopathies, Dravet Syndrome, Brugada Syndrome, Long QT Syndrome Type 1, and Episodic Ataxia Type 1, with each illustrating and reinforcing distinct electrophysiologic principles such as sodium channel inactivation, potassium-mediated repolarization, action potential propagation, and refractory period dynamics. Our resulting module includes: (1) visually scaffolded diagrams that step through neuronal and cardiac action potentials; (2) four clinical case vignettes, each with guided discussion questions and follow-up explanatory slides; (3) lecture-aligned slide references for integrated review; and (4) a textbook comparison table illustrating curricular inconsistencies. Each case guides students from gene mutation to altered ion channel flux to pathophysiology to clinical presentation, reinforcing both conceptual mastery and clinical reasoning. Although not yet implemented, the case-based module is scheduled to be integrated into the Neuroscience 1 block of the M1 curriculum at Oakland University William Beaumont School of Medicine in Spring 2026. This module provides a structured framework for reinforcing ion channel electrophysiology with clinical relevance. By tightly tailoring each selected channelopathy to a specific electrophysiological process/mechanism, our new pedagogical approach will effectively enhance medical students’ understanding and retention of the foundational knowledge of electrophysiology. Its design supports applications not only in neuroscience but also in cardiology and musculoskeletal physiology, and can be adapted for active learning through quizzes, group discussion, or flipped-classroom activities. By providing an applied lens through which students can revisit basic science concepts, the module bridges foundation physiology with early clinical thinking. This abstract was presented at the American Physiology Summit 2026 and is only available in HTML format. There is no downloadable file or PDF version. The Physiology editorial board was not involved in the peer review process.
Cheng et al. (Fri,) conducted a other in Medical education on channelopathies. Case-based supplementary teaching module vs. Traditional preclinical curricula was evaluated. A case-based educational module focusing on four clinically significant channelopathies was developed to reinforce foundational electrophysiology concepts for medical students.