Infusing sociology into a physiology classroom: teaching the physiology of obesity through a socioscientific lens

Abstract

Conventional teaching about obesity, especially within a physiology-based course, tends to focus on the biological aspects. Unfortunately, framing obesity from a solely biological perspective ignores many factors that contribute to the condition, leaving students with an overly simplistic idea. We developed an introductory exercise physiology course that was cotaught with a physiologist and a sociologist to provide health science majors with a more holistic view of complex socioscientific issues including obesity. From our course, students self-reported changes in their views about obesity and exercise to include more empathy as well as nuance regarding exercise and body size as physiological and biological processes that are experienced and take place socioculturally. We found value in this cross-disciplinary approach and recommend it as a frame for other exercise physiology courses; we recognize this is not always possible, so we also provide resources for faculty who do not have a sociologist to coteach with. NEW & NOTEWORTHY This article presents a unique perspective on the necessity of including sociological concepts and teaching alongside certain topics within a physiology classroom along with some resources for faculty wishing to engage in similar infusions of sociological thinking.