Vaccination Assignment: Anatomy and Physiology Students Practice their Communication Skills by Developing a Pro-Vaccination Brochure Targeting the General Public

HAPS Educator ◽  
2019 ◽  
Vol 23 (1) ◽  
pp. 76-81
Author(s):  
Joanne Savory ◽  
Jacqueline Carnegie
Keyword(s):  
Communication Skills ◽  
General Public ◽  
Anatomy And Physiology ◽  
Physiology Students

An exploration of the factors that contribute to learning satisfaction of first-year anatomy and physiology students

2015 ◽  
Vol 39 (3) ◽  
pp. 158-166 ◽  
Author(s):  
Saramarie Eagleton
Keyword(s):  
Learning Community ◽  
Teaching And Learning ◽  
Community Support ◽  
First Year ◽  
Learning Effectiveness ◽  
Anatomy And Physiology ◽  
Learning Satisfaction ◽  
Use Of Technology ◽  
Teaching Anatomy ◽  
Physiology Students

Lecturers have reverted to using a “blended” approach when teaching anatomy and physiology. Student responses as to how this contributes to their learning satisfaction were investigated using a self-administered questionnaire. The questionnaire consisted of closed- and open-ended questions that were based on three determinants of learning satisfaction: perceived course learnability, learning community support, and perceived learning effectiveness. Regarding course learnability, students responded positively on questions regarding the relevance of the subject for their future careers. However, students identified a number of distractions that prevented them from paying full attention to their studies. As far as learning community support was concerned, respondents indicated that they were more comfortable asking a peer for support if they were unsure of concepts than approaching the lecturing staff. Most of the students study in their second language, and this was identified as a stumbling block for success. There was a difference in opinion among students regarding the use of technology for teaching and learning of anatomy and physiology. From students' perceptions regarding learning effectiveness, it became clear that students' expectations of anatomy and physiology were unrealistic; they did not expect the module to be so comprehensive. Many of the students were also “grade oriented” rather than “learning oriented” as they indicated that they were more concerned about results than “owning” the content of the module. Asking students to evaluate aspects of the teaching and learning process have provided valuable information to improve future offerings of anatomy and physiology.

Retrieval practice is an efficient method of enhancing the retention of anatomy and physiology information

2013 ◽  
Vol 37 (2) ◽  
pp. 184-191 ◽  
Author(s):  
John L. Dobson
Keyword(s):  
Empirical Evidence ◽  
Efficient Method ◽  
Retrieval Practice ◽  
Effective Means ◽  
Control Group ◽  
Effective Strategy ◽  
Anatomy And Physiology ◽  
Or Groups ◽  
Physiology Students ◽  
Initial Retrieval

Although a great deal of empirical evidence has indicated that retrieval practice is an effective means of promoting learning and memory, very few studies have investigated the strategy in the context of an actual class. The primary purpose of this study was to determine if a series of very brief retrieval quizzes could significantly improve the retention of previously tested information throughout an anatomy and physiology course. A second purpose was to determine if there were any significant differences between expanding and uniform patterns of retrieval that followed a standardized initial retrieval delay. Anatomy and physiology students were assigned to either a control group or groups that were repeatedly prompted to retrieve a subset of previously tested course information via a series of quizzes that were administered on either an expanding or a uniform schedule. Each retrieval group completed a total of 10 retrieval quizzes, and the series of quizzes required (only) a total of 2 h to complete. Final retention of the exam subset material was assessed during the last week of the semester. There were no significant differences between the expanding and uniform retrieval groups, but both retained an average of 41% more of the subset material than did the control group (ANOVA, F = 129.8, P = 0.00, ηp2 = 0.36). In conclusion, retrieval practice is a highly efficient and effective strategy for enhancing the retention of anatomy and physiology material.

Assessing How Students Value Learning Communication Skills in an Undergraduate Anatomy and Physiology Course

2021 ◽  
Author(s):  
Christina Cline ◽  
Alecia M. Santuzzi ◽  
Karen E. Samonds ◽  
Nicole LaDue ◽  
Heather E. Bergan‐Roller
Keyword(s):  
Communication Skills ◽  
Anatomy And Physiology ◽  
Value Learning

scholarly journals OBJECTIVE STRUCTURED PRACTICAL EXAMINATION IN HUMAN ANATOMY AND PHYSIOLOGY PRACTICALS IN PHARM D CURRICULUM- A PILOT STUDY

2020 ◽  
Author(s):  
arin natania ◽  
M. Umamaheshwari ◽  
A.T. Sivashanmugam ◽  
P. Jagannath ◽  
T.K. Ravi
Keyword(s):  
Pilot Study ◽  
Communication Skills ◽  
Direct Observation ◽  
Human Anatomy ◽  
First Year ◽  
Skill Sets ◽  
Private Pharmacy ◽  
Anatomy And Physiology ◽  
Practical Examination ◽  
Human Anatomy And Physiology

Objective Structured Practical Examination (OSPE) can be used to assess practical competencies in an appropriate, stepwise, methodical, objective and time-oriented manner with direct observation of the students performance. The present study was undertaken in the Human Anatomy and Physiology practicals with the First year Doctor of Pharmacy (Pharm D) students at a private Pharmacy college. A set of 15 students were assessed using OSPE at 15 stations for a duration of 3 hours. The merits of OSPE include integration of knowledge, practical as well as communication skills with majority of the topics covered, transparent evaluation that covers most of the topics and was found to be student friendly. The demerits are, it requires planning, more number of examiners, time consuming and observers fatigue.Students indicated that the assessment using OSPE covered most of the topics and skill sets. Feedback from the students indicated that OSPE provided improvement and transparency in assessment and 90% of the student was in favour of OSPE. They felt the fear of facing the examiner relieved their anxiety.The students felt that the OSPE is an objective, unbiased and consistent mode of evaluation, deserving a place in Pharm D curriculum.

scholarly journals Sir Edward Albert Sharpey-Schafer, 1850-1935

1935 ◽  
Vol 1 (4) ◽  
pp. 400-407 ◽  
Keyword(s):  
Medical Student ◽  
Electric Shock ◽  
General Public ◽  
Artificial Respiration ◽  
Living Cells ◽  
College Hospital ◽  
Anatomy And Physiology ◽  
University College ◽  
University College London ◽  
The Subject

With the death of Sir Edward Sharpey-Schafer, on March 29, 1935, in his eighty-fifth year, there passed away a very distinguished physiologist, and one whose name was known to the general public, since his method of giving artificial respiration, in the prone position, became adopted by all who have to do with ambulance work, and teachers of the means of saving life from drowning, electric shock, and asphyxiation. Born in 1850, the son of J. W. Schafer of Highgate and of Hamburg, then a free city, he was educated at Clewer House School, Windsor, and then at University College, London, joining the medical school attached to University College Hospital. There he became marked out as showing exceptional promise by awards of scholarships, at London University, in zoology, and in anatomy and physiology. He gained the medal for Physiology at University College, and in 1871, on the foundation of the Sharpey Scholarship, was elected to the post, which carried teaching duties with it. At the time when Schafer became a medical student, England was far behind France and Germany in Physiological Science. There was no pure physiologist and no physician fully competent to teach the subject. There were no men like Magendie, Bernard, Muller, Helmholtz, Ludwig. But Schafer’s teacher, William Sharpey, although an anatomist by training, was interested in living functions and studied the action of cilia, and microscopic changes in living cells, together with the minute structure of tissues. He filled the Chair of General Anatomy and Physiology, founded in 1836, but there was at his use no laboratory, and he showed no experiments on muscle and nerve, beyond those demonstrated by Galvani fifty years earlier. There was no kymograph, but Sharpey revolved “his dear old hat,” as Michael Foster said, to show the working of one.

scholarly journals Communication Skills Between The Educational Institution And The Community

2021 ◽  
Vol 03 (04) ◽  
pp. 29-34
Author(s):  
Kubaev A.S. ◽  
◽  
Nurmanov A.T. ◽  
Keyword(s):  
Communication Skills ◽  
General Public ◽  
Educational Institution ◽  
Vocational School ◽  
Emotional Communication ◽  
Technical School ◽  
Vocational College ◽  
Student Community

The article considers that in the performance of the functions of the head of the technical school, vocational school and vocational college, the pedagogical and student community, parents, sponsors also establish practical and emotional communication with the general public.

Human Appnatomy 3D: An Android-based Human Model Application for Anatomy and Physiology Students Within National University

2018 ◽  
Author(s):  
Kristine Claire B. Andaya ◽  
Daryl Joyce F. Salvania ◽  
Jerwin Ross R. Pugal ◽  
Joe Jhardee M. San Jose ◽  
Ryan Richard H. Guadana
Keyword(s):  
Human Model ◽  
Model Application ◽  
Anatomy And Physiology ◽  
National University ◽  
Physiology Students
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