scholarly journals Introductory anatomy and physiology in an undergraduate nursing curriculum

2017 ◽  
Vol 41 (1) ◽  
pp. 56-61 ◽  
Author(s):  
S.J. Brown ◽  
S. White ◽  
N. Power
Keyword(s):  
Academic Achievement ◽  
Nursing Students ◽  
Human Anatomy ◽  
High Achievers ◽  
First Year ◽  
Grade Point ◽  
Anatomy And Physiology ◽  
Undergraduate Nursing ◽  
Human Anatomy And Physiology ◽  
High Achieving

Using an educational data mining approach, first-year academic achievement of undergraduate nursing students, which included two compulsory courses in introductory human anatomy and physiology, was compared with achievement in a final semester course that transitioned students into the workplace. We hypothesized that students could be grouped according to their first-year academic achievement using a two-step cluster analysis method and that grades achieved in the human anatomy and physiology courses would be strong predictors of overall achievement. One cohort that graduated in 2014 ( n = 105) and one that graduated in 2015 ( n = 94) were analyzed separately, and for both cohorts, two groups were identified, these being “high achievers” (HIGH) and “low achievers” (LOW). Consistently, the anatomy and physiology courses were the strongest predictors of group assignment, such that a good grade in these was much more likely to put a student into a high-achieving group. Students in the HIGH groups also scored higher in the Transition to Nursing course when compared with students in the LOW groups. The higher predictor importance of the anatomy and physiology courses suggested that if a first-year grade-point average was calculated for students, an increased weighting should be attributed to these courses. Identifying high-achieving students based on first-year academic scores may be a useful method to predict future academic performance.

Gregorc learning styles and achievement in anatomy and physiology.

1995 ◽  
Vol 268 (6) ◽  
pp. S56 ◽  
Author(s):  
P H Harasym ◽  
E J Leong ◽  
G E Lucier ◽  
F L Lorscheider
Keyword(s):  
Factor Analysis ◽  
Nursing Students ◽  
Learning Styles ◽  
Human Anatomy ◽  
Undergraduate Nursing Students ◽  
Anatomy And Physiology ◽  
Gregorc Style Delineator ◽  
Undergraduate Nursing ◽  
Human Anatomy And Physiology ◽  
Bipolar Scale

Results from the Gregorc Style Delineator (GSD), administered to 260 undergraduate nursing students, were compared with achievement scores in a human anatomy and physiology course. Factor analysis and VARIMAX rotation demonstrate that there is no relationship between any of the four learning styles allegedly identified by the GSD and achievement in anatomy and physiology. Factor analysis also shows that the GSD measures only a single bipolar scale of sequential vs. random ability rather than two bipolar scales comprising four learning styles, as suggested by Gregorc. These findings question the validity of the GSD and recommend discontinuing its use as an indicator of learning styles.

Relationship between Myers-Briggs Type Indicator and Gregorc Style Delineator

1996 ◽  
Vol 82 (3_suppl) ◽  
pp. 1203-1210 ◽  
Author(s):  
P. H. Harasym ◽  
E. J. Leong ◽  
B. B. Juschka ◽  
G. E. Lucier ◽  
F. L. Lorscheider
Keyword(s):  
Factor Analysis ◽  
Learning Style ◽  
Human Anatomy ◽  
Myers Briggs Type Indicator ◽  
Grade Point ◽  
Anatomy And Physiology ◽  
Gregorc Style Delineator ◽  
Type Indicator ◽  
Human Anatomy And Physiology ◽  
Myers Briggs

The relationship between the Myers-Briggs Type Indicator and Gregorc Style Delineator, and achievement was examined by administering these instruments to 259 first-year nursing students enrolled in an introductory human anatomy and physiology course. A principal component factor analysis using a varimax rotation of the scores from the two psychometric instruments, achievement examinations, and an over-all grade point average indicated that each learning style from the Gregorc Style Delineator corresponds to certain traits on the Myers-Briggs Type Indicator. An individual who had a preference for the learning style of Concrete Sequential tended to have the traits of sensing and judging on the Myers-Briggs Type Indicator, while an individual who used the learning style of Concrete Random tended to have the traits of intuition and perceiving on the Myers-Briggs Type Indicator. One who had a preference for the learning style of Abstract Sequential tended to use the trait of thinking while another who used the learning style of Abstract Random tended to have the trait of feeling. The factor analysis also indicates no relationship of any scores of the traits on the Myers-Briggs Type Indicator or learning styles of the Gregore Style Delineator with the examination scores achieved in the human anatomy and physiology course or to the students' over-all grade point average. However, factor analysis indicates that the Myers-Briggs Type Indicator traits of Judging vs Perceiving collapsed into the Sensing vs Intuition scale, and that the Gregore Style Delineator consists of two bipolar scales that are different from those proposed by Gregorc.

scholarly journals OBJECTIVE STRUCTURED PRACTICAL EXAMINATION IN HUMAN ANATOMY AND PHYSIOLOGY PRACTICALS IN PHARM D CURRICULUM- A PILOT STUDY

2020 ◽  
Author(s):  
arin natania ◽  
M. Umamaheshwari ◽  
A.T. Sivashanmugam ◽  
P. Jagannath ◽  
T.K. Ravi
Keyword(s):  
Pilot Study ◽  
Communication Skills ◽  
Direct Observation ◽  
Human Anatomy ◽  
First Year ◽  
Skill Sets ◽  
Private Pharmacy ◽  
Anatomy And Physiology ◽  
Practical Examination ◽  
Human Anatomy And Physiology

Objective Structured Practical Examination (OSPE) can be used to assess practical competencies in an appropriate, stepwise, methodical, objective and time-oriented manner with direct observation of the students performance. The present study was undertaken in the Human Anatomy and Physiology practicals with the First year Doctor of Pharmacy (Pharm D) students at a private Pharmacy college. A set of 15 students were assessed using OSPE at 15 stations for a duration of 3 hours. The merits of OSPE include integration of knowledge, practical as well as communication skills with majority of the topics covered, transparent evaluation that covers most of the topics and was found to be student friendly. The demerits are, it requires planning, more number of examiners, time consuming and observers fatigue.Students indicated that the assessment using OSPE covered most of the topics and skill sets. Feedback from the students indicated that OSPE provided improvement and transparency in assessment and 90% of the student was in favour of OSPE. They felt the fear of facing the examiner relieved their anxiety.The students felt that the OSPE is an objective, unbiased and consistent mode of evaluation, deserving a place in Pharm D curriculum.

Peer-Assisted Learning Strategies in Human Anatomy & Physiology

2011 ◽  
Vol 73 (3) ◽  
pp. 144-147 ◽  
Author(s):  
Kathleen S. Hughes
Keyword(s):  
Student Performance ◽  
Learning Strategies ◽  
Grade Point Averages ◽  
Human Anatomy ◽  
Learning Program ◽  
Peer Assisted Learning ◽  
Grade Point ◽  
Science Courses ◽  
Anatomy And Physiology ◽  
Human Anatomy And Physiology

Peer-assisted strategies foster learning in science courses. This article outlines a cross-year, peer-assisted learning program in a Human Anatomy and Physiology 1 course. The aim of this 2-year study was to implement the program and evaluate it on the basis of student performance and feedback. Former students were hired each year to lead optional discussion sessions. Student attendance was positively correlated with higher course averages and overall grade-point averages yet limited improvement in posttest scores. Students favorably evaluated the program and suggested improvements. Biology educators would benefit from a central interactive database devoted to peer-assisted learning in our discipline.

scholarly journals Student engagement in a Human Anatomy and Physiology course: a New Zealand perspective

2018 ◽  
Vol 42 (4) ◽  
pp. 636-643 ◽  
Author(s):  
Stephen J. Brown ◽  
Nicola Power ◽  
Alex Bowmar ◽  
Shannon Foster
Keyword(s):  
New Zealand ◽  
Human Anatomy ◽  
First Year ◽  
High Achievement ◽  
Low Achievement ◽  
Anatomy And Physiology ◽  
Human Anatomy And Physiology ◽  
Course Engagement ◽  
Pasifika Students ◽  
High Engagement

The population diversity of New Zealand is due to the unique fusion of indigenous peoples of Polynesian origin (Māori), western European colonization (Pākehā), and more recent (20th century) immigration from the Pacific region (Pasifika). However, disparities in tertiary education indicate that Māori and Pasifika students are more likely to drop out during their first year of study and are less likely to complete their qualification than their Pākehā peers. Higher levels of course engagement may increase first-year grades, elevate academic performance, and encourage persistence between the first and second years of study. Therefore, a Student Course Engagement Questionnaire was used to quantify engagement in a compulsory first-year undergraduate Human Anatomy and Physiology course in a New Zealand university. A data mining technique was used to assign students into a low-engagement/low-achievement cluster, and a high-engagement/high-achievement cluster. The skills, emotional, and participation-interaction components of engagement were lower in Pasifika students: these students’ academic grade was lower than those of both Māori and Pākehā students. The strongest predictors of cluster membership were skills engagement and emotional engagement, suggesting that these components outweighed other aspects of course engagement. Māori and Pasifika students were overrepresented in the low-engagement/low-achievement cluster, and underrepresented in the high-engagement/high-achievement cluster. We suggest that embedding study skills within course delivery, and constantly emphasizing their importance, would likely increase student course engagement. Also, we report that both Māori and Pasifika students remain more disengaged than their Pākehā peers.

Sign in / Sign up

Export Citation Format

Share Document