scholarly journals Teaching Human Anatomy: A Comparison of In-Person and Online Learning Programs

2021 ◽  
Vol 3 (6) ◽  
pp. 6-10
Author(s):  
James McKivigan ◽  
Noel Guison ◽  
Rakhshindah Qureshi
Keyword(s):  
Test Performance ◽  
Allied Health ◽  
Human Anatomy ◽  
Test Type ◽  
Learning Group ◽  
Allied Health Students ◽  
Student Cohorts ◽  
Learning Programs ◽  
Human Cadavers ◽  
Online Format

Background: The COVID-19 pandemic created challenges in providing anatomy instruction to allied health professions. Human anatomy laboratory classes often rely on human cadavers as instructional material. At some institutions, the anatomical instructional method shifted to online resources. It was essential to compare online methods to those used in the traditional cadaver-based curriculum to determine efficacy. A technique was devised to compare these two approaches. The working hypothesis was that virtual human anatomy models are equally effective to traditional methods in providing anatomy instruction to allied health students. Methods: Students enrolled in this study participated in a human anatomy course delivered either in-person or virtually via Aclan’s Anatomy, NetAnatomy, and Anatomy TV. The instructional design was the same except that the in-person learning group participated in a real-time cadaver anatomy lab, while the virtual learning group utilized online models and simulations. Students were assessed using the same three written tests and three laboratory examinations. Results: Student demographics and evaluation outcomes were presented, and no significant differences concerning sex or educational program between the two student cohorts were identified. Post hoc testing revealed no statistically significant differences between student cohort and test-type. The three-way interaction between test type, test number, and cohort was not significant. Conclusions: The findings confirmed the hypothesis. There were no statistically significant differences between the test performance of human anatomy students who received online training versus those who participated in in-person classroom instruction. These results suggest that human anatomy can be taught effectively using an online format.

scholarly journals Evaluating the bones of adaptive learning: Do the initial promises really increase student engagement and flexible learning within first year anatomy subjects?

2019 ◽  
Author(s):  
Louise Ann Pemberton ◽  
Kelly Linden ◽  
Lucy Webster
Keyword(s):  
Student Engagement ◽  
Adaptive Learning ◽  
Allied Health ◽  
Learning Preferences ◽  
Human Anatomy ◽  
First Year ◽  
Student Survey ◽  
Allied Health Students ◽  
Repeated Use ◽  
The Subject

Knowledge of human anatomy is essential in first-year undergraduate allied health courses. Traditionally this discipline has used time and resource intensive laboratory classes, however recent changes in resourcing and student learning preferences have led to a combination of pedagogical approaches being used. The aim of this study was to examine whether the use of Smart Sparrow adaptive and interactive online resources provided real flexibility in learning and influenced both student engagement and motivation to learn for allied health students studying first year anatomy. Twenty adaptive online anatomy lessons were created. These adaptive lessons were evaluated with (i) a student survey amd (ii) inbuilt learning analytics (n = 157). Our results showed that a total of 96% of students agreed or strongly agreed that the resources enhanced overall engagement in the subject and 96% found the resource easy to access. Overall our findings revealed that students overwhelmingly engaged with the lessons, and self-reported improvements in their learning through repeated use of flexible and adaptive learning resources.

scholarly journals Allied Health Students’ Perceptions of Class Difficulty: The Case of Undergraduate Human Anatomy and Physiology Classes

2013 ◽  
Author(s):  
Diana Sturges ◽  
Trent Mauner
Keyword(s):  
Allied Health ◽  
Factor Model ◽  
Human Anatomy ◽  
Related Factors ◽  
Qualitative And Quantitative ◽  
Anatomy And Physiology ◽  
Allied Health Students ◽  
Human Anatomy And Physiology ◽  
Methods Of Learning ◽  
Question Survey

Purpose: The Human Anatomy and Physiology (HAP) course is required of all allied health majors. Students need to earn a grade of “C” or better, and many students find this class academically challenging. This study investigated allied health students’ perceptions of what makes the undergraduate class difficult. Methods: A 28-question survey targeted 403 students enrolled in three HAP sections taught by the same instructor. Results: Students returned 279 surveys (68% return rate). Qualitative and quantitative data supported a three factor model in making this class difficult: discipline, student, and teaching related factors. Students consider that discipline factors are more important than student and teaching factors. Conclusions and Recommendations: Results suggest that instructors can help students by paying more attention to diagrams and graphs, engaging students by using active methods of learning, and identifying students who consider this class “extremely” difficult.

scholarly journals Peer feedback among interprofessional allied health students in the anatomy lab (722.3)

2014 ◽  
Vol 28 (S1) ◽  
Author(s):  
Jared Dowdy ◽  
Charys Martin ◽  
Carol Nichols ◽  
Anna Edmondson
Keyword(s):  
Allied Health ◽  
Peer Feedback ◽  
Allied Health Students ◽  
Anatomy Lab

scholarly journals Assessing the Administrative Support Needs (Library and Technical) of Allied Health Students Enrolled in a Distance Education Program

2006 ◽  
Author(s):  
Amanda Carroll-Barefield
Keyword(s):  
Distance Education ◽  
Education Program ◽  
Support Services ◽  
Research University ◽  
Allied Health ◽  
Administrative Support ◽  
Student Support Services ◽  
Student Support ◽  
Distance Education Program ◽  
Allied Health Students

As more emphasis is placed on offering education to the distance student and monies are spent to provide these services, institutions must ensure they reap the rewards of the investment. One avenue to ensure success in distance education is the implementation of strong student support services. This is a task that will take the teamwork of educators, administrators, instructional technologists/designers, and support personnel. For institutions transitioning to a distance format, measures must be taken to ensure that the learner, no matter what the method of delivery, has access to equivalent student support services. One approach to measuring this aspect is the determination of student satisfaction with the support services offered to distance students. A study was conducted at a public health sciences research university in the Southeast to determine whether the administrative student support services (library and technical) offered at the institution met the educational needs of allied health students enrolled in a distance education program. Results from student questionnaires were analyzed to determine the satisfaction level of distance students with administrative (library and technical) student support services. Overall responses showed that allied health students enrolled in a distance education program were satisfied with the existing student support services (library and technical) offered by the institution. Narrative responses from the participants reinforced a common theme that although the students were satisfied with the services, more emphasis needed to be placed on library and technical support services that are available to distance education students during the program orientation.

scholarly journals Use of human cadavers in teaching of human anatomy in brazilian medical faculties

2017 ◽  
Vol 39 (1) ◽  
pp. 1
Author(s):  
Isabela De Sousa Leal Lopes ◽  
Bruna De Alcobaça Castelo Branco Teixeira ◽  
Pedro Olímpio Barros Cavalcante Cortez ◽  
Guilherme Rodrigues da Silva ◽  
Antônio Isidora de Sousa Neto ◽  
...  
Keyword(s):  
Human Anatomy ◽  
Human Cadavers ◽  
Medical Faculties
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