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Susan Patrick, PhD.

Clinical Assistant Professor

Pharmacy and Pharmaceutical Sciences

About Me


Postdoctoral Fellowship    Department of Physical Therapy, University of Alberta, Edmonton, Alberta, Supervisor: Dr. J.F. Yang    2003-2004

Postdoctoral Fellowship    Department of Neurology, Emory University, Atlanta, Georgia, Supervisor: Dr. J. Vitek    2000-2004

Ph.D., Neuroscience    University of Alberta, Edmonton, Alberta    1993 ‐ 1999

B.Sc., General Science    University of Alberta, Edmonton, Alberta    1988 ‐ 1992


Past Research:

  • Characterization and neural control of crawling in infants and adults
  • Motor learning in infants, toddlers, and young children
  • Physiology and treatment of parkinsonian symptoms
  • Quantification of parkinsonian symptoms before, during, and after stereotactic surgery


I teach anatomy and physiology in several courses throughout Years 1 to 3 of the B.Sc. Pharm program (see "Courses" tab).

I desire that my students do well in their courses, but I want them to be challenged, to acquire an excitement about physiology, and to develop a good foundation for future study. To this end, I try to incorporate a number of media and strategies into my classroom and online teaching.

Carefully-selected illustrations allow students to visualize more abstract concepts, and facilitate the necessary memorization of terms and facts. Examples to which the students can relate explain physiology in terms of real‐life events that they can experience. Examples of when things go wrong also help emphasize key points of healthy anatomy and physiology. During‐lecture completion of unfinished diagrams in the handouts ensures that the students are actively involved in note‐taking, and tests their understanding of the material. Animations and demonstrations help the students experience the material more intimately than through text and diagrams.

Integration of more active learning strategies gives the students a more concrete understanding of physiology, and a better grasp of its practical and clinical relevance. In one exercise, I have students perform and compare isotonic, isometric, and eccentric contractions of the biceps brachii. In another, they explore two‐point discrimination on each other. Online discussions in which the student applies in-class learning to real-life situations promote understanding of the material and problem-solving skills.