Student Perceptions to Teaching Undergraduate Anatomy in Health Sciences

Autor/inn/en	Anderton, Ryan S.; Chiu, Li Shan; Aulfrey, Susan
Titel	Student Perceptions to Teaching Undergraduate Anatomy in Health Sciences
Quelle	In: International Journal of Higher Education, 5 (2016) 3, S.201-216 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1927-6044
Schlagwörter	Student Attitudes; College Faculty; Anatomy; Health Sciences; Physiology; Undergraduate Students; Teaching Methods; Foreign Countries; Student Surveys; Questionnaires; Likert Scales; Statistical Analysis; Undergraduate Study; Active Learning; Educational Strategies; Comparative Analysis; Multiple Choice Tests; Intermode Differences; Learning Modalities; Gender Differences; Australia + Suchen Sie Ihr Suchwort? Schülerverhalten; Fakultät; Anatomie; Physiologie; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Schülerbefragung; Fragebogen; Likert-Skala; Statistische Analyse; Grundstudium; Aktives Lernen; Lehrstrategie; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Lernumgebung; Geschlechterkonflikt; Australien
Abstract	Anatomy and physiology teaching has undergone significant changes to keep up with advances in technology and to cater for a wide array of student specific learning approaches. This paper examines perceptions towards a variety of teaching instruments, techniques, and innovations used in the delivery and teaching of anatomy and physiology for health science students, and asks whether active learning through more progressive methods of teaching is beneficial for students across health science disciplines. In total, 138 health science students consisting of 32 biomedical science students, 52 exercise and sports science students, and 54 health and physical education students completed the retrospective study. Biomedical science students were least receptive to progressive teaching modalities, preferring anatomical dissections to laboratory workbooks (p <0.05) and body painting (p <0.05). In comparison, students from health and sport related degrees responded significantly better to anatomical models and laboratory workbooks than anatomical dissections (p <0.001). While gender differences were subtle, males responded positively to online multiple-choice question resources (p < 0.05) in comparison to females. Following a multimodal delivery of anatomy and physiology, students from all cohorts reported feeling significantly more confident (p < 0.005) when discussing all material in the course. The results obtained demonstrate differences amongst cohorts, which indicate that student perceptions to learning anatomy and physiology are dependent on individual course expectations. Moreover, these results support "hands on" practical teaching, and the use of a variety of teaching tools to foster learning and enjoyment of anatomy and physiology in health sciences. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01