Student Preference for Course Approach to Pedagogically Different Methodologies in Anatomy and Physiology

Autor/inn/en	Adams, Jessica A.; Dewsbury, Bryan M.
Titel	Student Preference for Course Approach to Pedagogically Different Methodologies in Anatomy and Physiology
Quelle	In: Advances in Physiology Education, 46 (2022) 1, S.45-55 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Adams, Jessica A.) ORCID (Dewsbury, Bryan M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1043-4046
Schlagwörter	Student Attitudes; Preferences; Anatomy; Physiology; Science Instruction; Introductory Courses; Undergraduate Students; Integrated Curriculum; College Science + Suchen Sie Ihr Suchwort? Schülerverhalten; Anatomie; Physiologie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Einführungskurs
Abstract	Introductory anatomy and physiology courses are either taught as discipline-specific courses (human anatomy and human physiology) or integrated sequences [combined human anatomy and physiology (A&P I and A&P II)]. This variation suggests there is no agreed upon pedagogical standard for teaching introductory anatomy and physiology. We surveyed undergraduate students enrolled in human anatomy, human physiology, A&P I, and A&P II to determine their course approach preference, either discipline-specific or an integrated A&P sequence, and the underlying reasons for their preferences. The literature suggests that understanding students' preferred learning environment influences learner satisfaction, level of achievement, and socioemotional adjustment in the classroom. Our qualitative analysis revealed students prefer an integrated A&P course approach to a discipline-specific sequence with "building on prior knowledge," "easier," and "increased understanding" emerging as the top reasons for their preferences. Our findings have implications for course design and curricular reforms. (As Provided).
Anmerkungen	American Physiological Society. 9650 Rockville Pike, Bethesda, MD 20814-3991. Tel: 301-634-7164; Fax: 301-634-7241; e-mail: webmaster@the-aps.org; Web site: https://www.physiology.org/journal/advances
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01