Housemates analogy for membrane potential.

University-level physiology courses are considered challenging. Postsecondary instructors indicate the top three reasons that make physiology courses difficult for student are 1) the need for the learner to reason mechanistically, 2) the belief among students that memorization is equal to learning, and 3) the need to think about the physiological systems as dynamic systems. One topic that encompasses all three aforementioned challenges is membrane potential and its determinants in living organisms. Membrane potential is the mechanism that underlies numerous physiological processes; memorization of these processes does not equate to understanding, and its very nature is highly dynamic. Unfortunately, students find the topic challenging, and even students who have learned and practiced the topic in previous terms, fail to retain the conceptual understanding of the underlying mechanisms. Importantly, understanding many systemic physiological processes relies on students' mastery of concepts related to membrane potential. Stephan H. Wright rightfully wrote that "It would be difficult to exaggerate the physiological significance of [membrane potential]". Therefore, to more effectively facilitate students' learning of additional topics, educators must ensure that students can build on, understand, and appreciate the complexities of membrane potential determination. This article presents a tool to aid instructors of all level in teaching the topic of membrane potential.