Autoethnographic Reflections on Teaching and Learning Physiology Online: Perspectives From a Physical Therapy Instructor and Student in a Post-Pandemic Curriculum

Physiology has been traditionally taught to physical therapy (PT) students from the perspective of medical physiology. However, since physical therapists have established themselves as movement experts in healthcare, it is increasingly appropriate for PT students to learn physiology through the lens of human movement. During the early phase of the COVID-19 pandemic, the transition to emergency remote education provided a unique opportunity to reimagine how physiology could be taught in a virtual environment. This article reflects on the creation and evolution of a movement-centered, online-friendly physiology course designed specifically for PT students. The course's structure, assessment strategies, and virtual delivery innovations are discussed from both faculty and student perspectives. This dual reflection highlights how a novel instructional lens, shaped by online delivery constraints, fostered meaningful learning outcomes that extended beyond the virtual classroom.