Effect of Word Bank Provision for Lab Practicals on Student Performance in Human Anatomy and Physiology I and II Courses

HAPS Educator ◽  
2020 ◽  
Vol 24 (1) ◽  
pp. 536-545
Author(s):  
Carol Britson
Keyword(s):  
Student Performance ◽  
Human Anatomy ◽  
Anatomy And Physiology ◽  
Human Anatomy And Physiology

Understanding protein synthesis: a role-play approach in large undergraduate human anatomy and physiology classes

2009 ◽  
Vol 33 (2) ◽  
pp. 103-110 ◽  
Author(s):  
Diana Sturges ◽  
Trent W. Maurer ◽  
Oladipo Cole
Keyword(s):  
Student Performance ◽  
Item Analysis ◽  
Role Play ◽  
Human Anatomy ◽  
Control Group ◽  
Study Group ◽  
Play Activity ◽  
Anatomy And Physiology ◽  
Human Anatomy And Physiology ◽  
Undergraduate Science

This study investigated the effectiveness of role play in a large undergraduate science class. The targeted population consisted of 298 students enrolled in 2 sections of an undergraduate Human Anatomy and Physiology course taught by the same instructor. The section engaged in the role-play activity served as the study group, whereas the section presented with a traditional lecture served as the control group. A pretest/posttest assessment and a survey were administered to both sections and used in data analysis. In addition, overall test scores and item analysis were examined. The analysis revealed that participants in both groups improved significantly from pretest to posttest, but there were no significant differences between the groups in posttest scores. Neither group showed a significant change from posttest to the exam. However, there was a moderate positive effect on engagement and satisfaction survey questions from being in the study group (based on 255 total surveys returned by both groups). The role-play activity was at least as effective as the lecture in terms of student performance on the above-mentioned assessments. In addition, it proved successful in engaging students in the learning process and increasing their satisfaction.

Peer-Assisted Learning Strategies in Human Anatomy & Physiology

2011 ◽  
Vol 73 (3) ◽  
pp. 144-147 ◽  
Author(s):  
Kathleen S. Hughes
Keyword(s):  
Student Performance ◽  
Learning Strategies ◽  
Grade Point Averages ◽  
Human Anatomy ◽  
Learning Program ◽  
Peer Assisted Learning ◽  
Grade Point ◽  
Science Courses ◽  
Anatomy And Physiology ◽  
Human Anatomy And Physiology

Peer-assisted strategies foster learning in science courses. This article outlines a cross-year, peer-assisted learning program in a Human Anatomy and Physiology 1 course. The aim of this 2-year study was to implement the program and evaluate it on the basis of student performance and feedback. Former students were hired each year to lead optional discussion sessions. Student attendance was positively correlated with higher course averages and overall grade-point averages yet limited improvement in posttest scores. Students favorably evaluated the program and suggested improvements. Biology educators would benefit from a central interactive database devoted to peer-assisted learning in our discipline.

Case Studies in The Instruction of Human Anatomy and Physiology

HAPS Educator ◽  
2019 ◽  
Vol 23 (3) ◽  
pp. 506-515
Author(s):  
Chasity O’Malley ◽  
◽  
Julie Doll ◽  
Catherine Taylor ◽  
Marian Leal ◽  
...  
Keyword(s):  
Case Studies ◽  
Human Anatomy ◽  
Anatomy And Physiology ◽  
Human Anatomy And Physiology

The Survival of the Physiologist: A Human Anatomy and Physiology Game

HAPS Educator ◽  
2019 ◽  
Vol 23 (1) ◽  
pp. 37-44
Author(s):  
Vicki Motz ◽  
Timothy Koneval ◽  
Jill Bennett-Toomey ◽  
Rema Suniga ◽  
Jacqueline Runestad Connour
Keyword(s):  
Human Anatomy ◽  
Anatomy And Physiology ◽  
Human Anatomy And Physiology

scholarly journals Introductory anatomy and physiology in an undergraduate nursing curriculum

2017 ◽  
Vol 41 (1) ◽  
pp. 56-61 ◽  
Author(s):  
S.J. Brown ◽  
S. White ◽  
N. Power
Keyword(s):  
Academic Achievement ◽  
Nursing Students ◽  
Human Anatomy ◽  
High Achievers ◽  
First Year ◽  
Grade Point ◽  
Anatomy And Physiology ◽  
Undergraduate Nursing ◽  
Human Anatomy And Physiology ◽  
High Achieving

Using an educational data mining approach, first-year academic achievement of undergraduate nursing students, which included two compulsory courses in introductory human anatomy and physiology, was compared with achievement in a final semester course that transitioned students into the workplace. We hypothesized that students could be grouped according to their first-year academic achievement using a two-step cluster analysis method and that grades achieved in the human anatomy and physiology courses would be strong predictors of overall achievement. One cohort that graduated in 2014 ( n = 105) and one that graduated in 2015 ( n = 94) were analyzed separately, and for both cohorts, two groups were identified, these being “high achievers” (HIGH) and “low achievers” (LOW). Consistently, the anatomy and physiology courses were the strongest predictors of group assignment, such that a good grade in these was much more likely to put a student into a high-achieving group. Students in the HIGH groups also scored higher in the Transition to Nursing course when compared with students in the LOW groups. The higher predictor importance of the anatomy and physiology courses suggested that if a first-year grade-point average was calculated for students, an increased weighting should be attributed to these courses. Identifying high-achieving students based on first-year academic scores may be a useful method to predict future academic performance.

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