Cooperative Learning Series: Part 4: Group Web Projects for Freshman Anatomy and Physiology Students

2002 ◽  
Vol 64 (4) ◽  
pp. 272-275
Author(s):  
Murray Jensen ◽  
Randy Moore ◽  
Jay Hatch
Keyword(s):  
Cooperative Learning ◽  
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.

Cooperative quizzes in the anatomy and physiology laboratory: a description and evaluation.

1996 ◽  
Vol 271 (6) ◽  
pp. S48 ◽  
Author(s):  
M S Jensen
Keyword(s):  
Cooperative Learning ◽  
Instructional Strategy ◽  
Anatomy And Physiology ◽  
New Information ◽  
Short Period ◽  
Different Types ◽  
Common Strategy ◽  
Physiology Laboratory ◽  
Types Of Instruction ◽  
Common Laboratory

Physiology educators read journals, such as this one, to gather ideas about curriculum and instruction. Most articles focus on curriculum (i.e., what is taught), but this paper will focus on instruction (i.e., how curriculum is implemented). Just as there are different types of curricula, there are different types of instruction. The most common strategy is lecture. Lectures are extremely efficient for delivering large amounts of information in a short period of time. A common laboratory strategy is discovery or inquiry-based learning (i.e., giving students tools, cognitive and physical, to deduce new information via investigations). A third instructional strategy is the use of cooperative learning. Proper conditions are required for each instructional strategy, and problems arise when the wrong combinations are put together. This paper will describe how a cooperative learning environment can be created in the anatomy and physiology laboratory through the use of cooperative quizzes. It will include a brief introduction to the pedagogical theory behind cooperative learning and an evaluation of the effectiveness of quizzes compared with more traditional methods.

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

scholarly journals The Smart Skeleton: an open-source, interactive tool for teaching muscle actions and joint movements

2021 ◽  
Vol 45 (2) ◽  
pp. 327-332
Author(s):  
John M. Pattillo
Keyword(s):  
Open Source ◽  
Physical Model ◽  
Software Tool ◽  
Limb Movements ◽  
Anatomy And Physiology ◽  
Interactive Tool ◽  
Open Source Hardware ◽  
Muscle Actions ◽  
Physiology Students ◽  
Design Construction

This paper describes the design, construction, and use of an open-source hardware and software tool intended to help Anatomy and Physiology students test their knowledge of muscle actions and joint movements. Orientation sensors are attached to a model skeleton to turn the skeleton into an interactive, physical model for teaching limb movements. A detailed description of the construction of the tool is provided, as well as the configuration and use of companion software.

scholarly journals Student response to a cooperative learning element within a large physiology class setting: lessons learned

2020 ◽  
Vol 44 (3) ◽  
pp. 269-275 ◽  
Author(s):  
M. Faadiel Essop ◽  
Leandrie Beselaar
Keyword(s):  
Cooperative Learning ◽  
Lessons Learned ◽  
Student Response ◽  
Student Groups ◽  
Postgraduate Students ◽  
Large Classes ◽  
Bachelor Of Science ◽  
Class Time ◽  
African Context ◽  
Physiology Students

Physiology students grapple with large amounts of subject content and hence memorize facts to pass examinations. In parallel, students display limited critical-thinking and creative skills, integration abilities, and/or a deeper engagement with subject content. This study aimed to assess the feasibility of introducing active learning methods (cooperative learning) in a relatively large class to final-year undergraduate physiology students (Bachelor of Science stream) at Stellenbosch University in South Africa. An assignment designed to enhance active and engaged learning was made available to the students ( n = 225) during the second week of a 5-wk cardiovascular physiology series of lectures. Students were instructed to freely form working groups ( n = 3/group) and the assignment was due by the end of the module. Student groups were expected and encouraged to continuously work on the assignment (outside class time). Three cooperative learning slots were also created during class time, with the lecturer and postgraduate students acting as guides. After the module, students anonymously completed an electronic questionnaire. This study revealed three major findings in terms of implementing cooperative learning in large classes within a South African context, i.e., 1) relatively good reception by students with some indication of group work; 2) it is logistically feasible in relatively large classes, although adequate support is crucial; and 3) additional measures need to be adopted to ensure its success.

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