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Making the connections between good teaching and good testing can be tricky. How, as faculty, do we complete the cycle of good teaching by testing our students fairly? How do we challenge the students to demonstrate what they have learned and, at the same time, evaluate them for purposes of grading? How do we ensure that they have learned what is important? The teaching and testing of renal physiology is ideal for a discussion of these issues because of its inherent demand for problem-solvingdoi:10.1152/advances.1998.275.6.s217 fatcat:3jhki76qhvbpfmahv6we2l6awy