Student Performance in and Perceptions of a High Structure Undergraduate Human Anatomy Course

Autor/in	Shaffer, Justin F.
Titel	Student Performance in and Perceptions of a High Structure Undergraduate Human Anatomy Course
Quelle	In: Anatomical Sciences Education, 9 (2016) 6, S.516-528 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1935-9772
DOI	10.1002/ase.1608
Schlagwörter	Anatomy; Science Instruction; Undergraduate Students; Science Achievement; Active Learning; Teaching Methods; Lecture Method; Laboratory Experiments; Course Descriptions; Systems Approach; Textbooks; Assignments; Student Participation; Science Tests; Student Attitudes + Suchen Sie Ihr Suchwort? Anatomie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Aktives Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Laboratory work; Laborarbeit; Kursstrukturplan; Systemischer Ansatz; Textbook; Text book; Schulbuch; Lehrbuch; Assignment; Auftrag; Zuweisung; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Schülerverhalten
Abstract	Human anatomy has usually been taught in a didactic fashion in colleges and universities. However, recent calls from United States governmental agencies have called for the transformation of undergraduate life sciences education to include active learning in the classroom. In addition, high structure courses have been shown to increase student engagement both in and out of the classroom and to improve student performance. Due to these reform efforts and the evidence on the benefits of these student-centered pedagogies, the goal of this study was to develop and assess a high structure college undergraduate human anatomy course with a lecture and laboratory component. The course was taught using a systems anatomy approach that required students to read the textbook and complete assignments before class, actively participate in class, and complete review quizzes after class. Results showed that teaching with high structure methods did not negatively affect any student groups (based on gender, ethnicity, or major) as measured by performance on lecture examinations and laboratory practical examinations. Students reported that reading the textbook and working with anatomical models were the most important towards helping them learn the course material and students' confidence in achieving the course goals significantly increased at the end of the course. The successful development and implementation of this course suggests that it is possible to teach human anatomy using active learning and high structure. Future studies can now be conducted to determine the contributions of specific course components to student success in high structure human anatomy courses. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01