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If a woman is to undergo treatment after a diagnosis of asymptomatic disease-without symptoms being present in her lifeworld-she has to cognitively understand the severity of the disease, and assume that she would die without treatment. The absence of bodily experiences of symptoms is irrelevant it is the provision of information through which illness can manifest. The shock of diagnosis, as so often illustrated in cancer narratives, is therefore necessary in order to transform disease into an illness trajectory associated w

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1%), and Statistics (Biostatistics 42.9%; General Statistics 13.3%). There was less agreement among programs in regards to Calculus II (20.0%), Organic Chemistry (2 semesters, 55.6%), and Biochemistry I (47%), which may be reflective of individual department focus. There was considerable heterogeneity among physiology program course requirements for disciplinary core courses and upper division electives. This report is meant to generate discussion on physiology program curricula in efforts to improve physiology education for majors and a