From Curiosity to Clinical Insight: How Dr. Mary Theresa Cashman-Lucero Brings Physiology to Life

Q. Your academic path includes both teaching and research across multiple institutions. What originally drew you to physiology, and how did that journey ultimately lead you to AUC?

A. When I first started college, I felt like a kid in a candy store. There were so many fascinating courses and fields of study that I sampled widely, changing my major four times as an undergraduate, from Geology, to Environmental Studies, to Liberal Studies, and ultimately to Biological Sciences with an emphasis on Anatomy and Physiology.

My interest in physiology crystallized during a biochemistry course, where I learned about brown adipose tissue. I was captivated by this unique tissue and its role in energy metabolism, which led me to pursue a PhD at UC Davis focused on understanding the cellular physiology of brown fat. The excitement of being the first person to record physiological responses of isolated brown fat cells to neurotransmitters sustained me through long days and nights in the laboratory. Prior to my work, researchers had published recordings of electrical responses from intact brown adipose tissue. I devised a technique to separate the tissue into individual fat cells and then used whole-cell and perforated patch clamp techniques to record the opening and closing of potassium channels when norepinephrine was applied to the individual cell. That same curiosity, and the excitement of helping students build clinical reasoning early, ultimately drew me into medical education and brought me to AUC.

Q. Your research background spans diverse applications—from physiology education to work that resulted in patents outside of medicine. Can you share more about that work and how those experiences shape the way you think about science and teaching today?

A. After completing my dissertation, I pursued a postdoctoral fellowship at Stanford University, where I shifted fields and trained as a neurophysiologist studying sodium channel targeting to axon terminals. I also began a secondary project examining olfaction in squid, which ultimately became central to my independent research program.

With my mentor’s support, I brought this project with me when I became an assistant professor of physiology at the University of Utah School of Medicine, where I established an NIH-funded laboratory. We discovered that squid can detect amino acids, a finding that led to a patent on squid lures in Japan. Our discovery that squid also detect dopamine prompted a transition toward mammalian research, given the presence of dopamine receptors in the human olfactory system and that anosmia is an early symptom of Parkinson’s and Alzheimer’s diseases. Our mammalian work led to a patent on modulation of smell. I was co-investigator on this patent with my postdoc. The patent is for creating nasal sprays that would increase or decrease your sensitivity to odors. It is untested in humans, but in theory, first responders could use it to block the smell of burnt or decaying bodies and hopefully reduce PTSD-associated odor memories. Or obese people could use it to reduce appetizing food odors before or during eating. Conversely, the formulation to increase sensitivity might be used for making food more palatable and enjoyable for older adults who have diminished taste and smell.

This progression—from basic sensory physiology to clinically relevant questions—has strongly shaped how I think about science and teaching. Looking back, I have learned that intellectual curiosity, a willingness to step outside one’s comfort zone, and collaboration are essential to meaningful discovery. I owe much of my growth and success to the generosity of my mentors, colleagues, collaborators, postdoctoral fellows, and students.

Q. Physiology is often one of the first courses where students are expected to think clinically. How do you help students move beyond memorization to understanding how systems interact in real patient scenarios?

A. At the beginning of the course, I emphasize the importance of first mastering the anatomy and histology of each organ system so students have a clear mental framework for understanding physiological function. When students can visualize normal structure, it becomes much easier for them to grasp how systems work, and to predict the clinical signs and symptoms that arise when function is impaired.

I am explicit that this initial memorization is not an end in itself, but a necessary foundation for deeper integration and critical thinking. Once that groundwork is in place, we focus on connecting mechanisms across systems and applying them to patient scenarios. During office hours, I encourage students to draw structures or graphs and explain concepts aloud, which helps identify gaps in understanding and builds confidence in clinical reasoning.

Q. Drawing on your experience in both research and education, how do you approach breaking down complex physiological concepts so they are accessible early in a student’s medical training?

A. I find that hands-on demonstrations are one of the most effective ways to make complex physiological concepts accessible early in medical training. During Q&A classroom sessions, students use simple materials such as balloons, grocery bags, Slinkies, toothpaste tubes, and even a Super Soaker to model lung mechanics in health and disease. I encourage them to observe the demonstration and predict what will happen rather than waiting for an explanation, which promotes active learning and deeper understanding. Demonstrations are one of the most effective ways to make complex physiological concepts accessible early in medical training.

I also rely heavily on questioning during class to keep students engaged and to help them identify gaps in their knowledge. This approach allows students to become more strategic and self directed in their studying while building confidence in their reasoning.

Q. AUC offers both cadaver-based and simulation-based lab experiences. How do these modalities complement one another in helping students understand physiology at a deeper, more applied level?

A. A strong anatomical foundation built through cadaveric dissection is essential for students to meaningfully apply physiological concepts. Working directly with human structures helps students develop the spatial understanding needed to interpret function, dysfunction, and clinical presentation.

Simulation-based labs then bring those structures to life. While teamwork is introduced in the anatomy lab, simulation sessions are often where students experience their first true aha moment regarding the importance of collaboration. Managing dynamic physiological scenarios makes it clear that effective teamwork leads to better problem solving and deeper understanding than working in isolation. Together, these labs reinforce structure-function relationships while helping students appreciate that teamwork is essential in clinical medicine.

Q. From your perspective, what makes lab-based learning such a critical bridge between theoretical physiology and future clinical decision-making?

A. Lab- and simulation-based experiences provide students with a mental model of how the body functions and responds to internal and external perturbations. This foundational understanding allows students to move beyond isolated facts and begin predicting how multiple organ systems will respond during disease processes. In this way, lab-based learning serves as a critical bridge between theoretical physiology and future clinical decision-making.

Q. What opportunities do AUC students have to engage in research, and how are you involved in supporting those efforts?

A. Each semester, I participate as a judge in our Student Research Symposium. Students provide a written abstract and formal oral presentation of their research, which can be an unpublished clinical case, a clinical literature review, or research that they are currently working on. Prizes are awarded to the best presentations in each area. Usually around eight faculty judges and over a hundred students participate each semester.

I am always impressed by the professionalism and teamwork that the students display.

Q. You have received recognition for your work in research and education. Are there any awards, honors, or professional milestones that stand out to you, and what do they represent about your approach to your field?

A. I have been fortunate to work with exceptionally talented students, postdoctoral fellows, technicians, and collaborators, and any awards or recognition reflect their hard work and dedication more than my own.

During my time at AUC, I particularly cherished each of my three Professor of the Semester awards. The most meaningful of these was awarded during the semester when Sint Maarten was struck by Hurricane Irma and the entire school relocated to Preston, England, to continue instruction. We transitioned rapidly from in-person classes to remote learning, night classes, and eventually teaching in unconventional spaces—including kitchens—on the University of Lancashire campus.

That semester stands out not because of the challenges, but because of the extraordinary resilience and adaptability shown by both students and faculty. Being recognized during that period was deeply humbling and represents my commitment to flexibility, perseverance, and student centered teaching, even under the most difficult circumstances.

Q. In addition to teaching, how do you engage with students outside the classroom—through mentoring, advising, or involvement with academic or student-led initiatives?

A. I genuinely enjoy engaging with students outside the classroom and view mentoring as an essential part of my role as an educator. I currently serve as the faculty mentor for the Medicine in Motion club, where I participate alongside students in beach cleanups and group hikes that promote wellness, community engagement, and balance during medical training.

In addition, I am the faculty lead for the Happy Bay Learning Community, which connects students across all five semesters with faculty mentors and Student Care Advisors. Through this role, I help foster continuity, support, and a sense of belonging as students progress through the curriculum.

Q. Many students find the first year of medical school particularly demanding. How do you support students who may be struggling early on to build confidence and resilience?

A. Although I do not teach in the first semester, I am actively engaged with first-semester students through my role in the Happy Bay Learning Community. I meet regularly with my advisees during community activities—such as meet-and-greets, the picnic on the patio, and scavenger hunts—which help students build early connections and feel supported as they transition into medical school.

I also make myself available for one-on-one check-ins during the first semester and continue to meet individually with students throughout their upper semesters as needed. I genuinely enjoy these conversations and use them to help students reflect on challenges, identify effective strategies, and build confidence and resilience as they navigate their AUC journey.

Through hands-on learning, interdisciplinary insight, and deep commitment to student support, Dr. Cashman-Lucero exemplifies AUC’s approach to preparing future physicians for the realities of clinical medicine.

Read more about our faculty on the Meet Our Faculty & Staff page or explore additional Faculty Spotlights on the AUC blog.

“I genuinely enjoy engaging with students outside the classroom and view mentoring as an essential part of my role as an educator.”