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Autor/inn/en | McDonald, Aaron C.; Green, Rodney A.; Zacharias, Anita; Whitburn, Laura Y.; Hughes, Diane L.; Colasante, Meg; McGowan, Heath |
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Titel | Anatomy Students That Are "Team-Taught" May Achieve Better Results than Those That Are "Sole-Taught" |
Quelle | In: Anatomical Sciences Education, 14 (2021) 1, S.43-51 (9 Seiten)
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Zusatzinformation | ORCID (McDonald, Aaron C.) ORCID (Green, Rodney A.) ORCID (Zacharias, Anita) ORCID (Whitburn, Laura Y.) ORCID (Hughes, Diane L.) ORCID (Colasante, Meg) ORCID (McGowan, Heath) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1935-9772 |
DOI | 10.1002/ase.1954 |
Schlagwörter | Anatomy; Science Instruction; Team Teaching; Exercise Physiology; Blended Learning; Teaching Methods; Grades (Scholastic); Laboratory Procedures; Comparative Analysis; Outcomes of Education; Course Content; Computer Assisted Instruction; Conventional Instruction; Learner Engagement Anatomie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teamteaching; Sportphysiologie; Teaching method; Lehrmethode; Unterrichtsmethode; Notenspiegel; Laboruntersuchung; Lernleistung; Schulerfolg; Kursprogramm; Computer based training; Computerunterstützter Unterricht |
Abstract | Anatomy practical classes have traditionally been taught by a team of demonstrators (team-taught) in a large dissection room. More recently, particularly in nonmedical contexts, practical classes have been taught by one teacher (sole-taught) to smaller student groups. The aim of this study was to compare student outcomes when the same course was delivered with practical classes team-taught at one campus (metropolitan) and sole-taught at a second campus (regional) while maintaining similar staff to student ratios. This anatomy course, for physiotherapy and lower academically credentialed exercise science/physiology students, utilized blended delivery whereby most content was delivered online and practical classes comprised the main face-to-face teaching. In 2018, the metropolitan campus introduced team-teaching practical classes while the regional campus continued with sole-teaching. Student marks and engagement with online content were compared between campuses and to the previous year (2017) when both campuses had sole-taught practical classes. While final marks for the course increased overall in 2018 (P < 0.01), exercise science/physiology students at the metropolitan campus (team-taught) improved their final marks (53.5 ± 1.1%) compared to a slight decrease for the regional (sole-taught) campus (44.8 ± 1.4%) (P < 0.01). There were no differences between campuses for physiotherapy students in 2018. Student engagement with online content did not contribute to the improvement in marks for exercise science/physiology students. Introduction of a team-teaching format improved student marks, particularly for the lower academically credentialed students. Team-teaching should be considered as the preferred format for anatomy practical classes, particularly in courses involving students with diverse academic credentials. (As Provided). |
Anmerkungen | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2022/1/01 |