The Effect of Learning Portfolios on Student Performance and Motivation in a Pre‐Clinical Anatomy and Physiology Course Robert J. Swatski, Harrisburg Area Community College ‐ York Campus In Summer 2008, I introduced a Learning Portfolio project in the Anatomy and Physiology I course I teach at the York Campus of Harrisburg Area Community College and began to assess its impact on student performance. This project evolved as a way to enhance student engagement in the learning process through the creation of laboratory study aids based upon their individual learning styles (VARK questionnaire, www.vark‐learn.com). During lab, I demonstrate examples of different active learning techniques and encourage students to complete those that would most improve their understanding of the concepts. Examples of study aids include drawings (pens/pencils, digital), models (clay, pipe cleaners, string), photography (with digital enhancement), plastic overlays, concept maps (hand‐drawn or with CmapTools, http://cmap.ihmc.us/conceptmap.html), clay muscle building using Mannekins®, and simple PowerPoint® animations. Students include in their portfolios a selection of study aids with written reflections on their usefulness, learning styles, exam performance, and an overall self‐assessment. In my poster presentation, I will share student feedback on the educational value of learning portfolios, quantitative grade comparisons, and examples of student work. Initial results demonstrate that this project has improved grades, builds confidence, increases motivation, and promotes a strong sense of achievement in my students.
The Efficacy of Cadaver Dissection in Students' Understanding of the Gastrointestinal System Kebret T. Kebede & Tony Scinta, Nevada State College The objective was to determine the efficacy of cadaver dissection in students' knowledge of the gastrointestinal system and to determine whether it can significantly increase their knowledge beyond that of the standard educational practices. Three classes consisting of 25 students on average were used for the study. One of the classes was randomly assigned to incorporate cadaver dissection during the study of the gastrointestinal system. Students in this class were instructed by exposing the abdominal cavity and the organs of the gastrointestinal tract including the accessory organs. They were also encouraged to manipulate and closely examine the structures in the cadaver and compare them to the images in their text book. The control groups were the other two classes. In one of the classes students were instructed using technology enhanced (PPT images) lectures and another class with a regular lecture that did not incorporate technology but standard diagrams. All students in all three classes took a written exam with limited number questions that required explanation of function, listing of organs and analyzing the relationship of the parts of the GI tract in the process of digestion and absorption, at the beginning of the study. After allowing equal time for preparation all students in all three classes took similar exam post‐dissection. Assessing the results of all three classes in the pre‐dissection exam, the results between them did not present a statistical difference. The results of the three classes’ post‐ dissection assessment reflected that the students who were instructed incorporating cadaver dissection performed significantly better than the students who were instructed using technology‐enhanced lectures and conventional lectures. Students were also asked to write an evaluation of the course describing their respective experiences. Students with the cadaver experience stated that they considered the cadaver dissection the most valuable part of the course and mentioned that it provided them a realistic perspective of the human anatomy and also significantly facilitated their understanding of its physiology. They were also enthusiastic in recommending it to all pre‐health professions students and emphasized that it should be used for all body systems. During the study of human anatomy in general and of the gastrointestinal system in particular, cadaver dissection provides students with a better understanding of the systems by giving them a realistic perspective on the organs that comprise each system. As reflected in the objective study and in the subjective evaluation of the students’ learning process cadaver dissection is a valuable tool in anatomy and physiology instruction. All statistical values and charts will follow.
Evaluation of a Peer‐Instruction Program in an Undergraduate Anatomy Laboratory Stephanie Pounder & Mary Lou Bareither, University of Illinois at Chicago A study was conducted on the benefits of peer‐instruction in the laboratory of an A & P course which enrolls 500 students with lab sections taught by graduate assistants (GA). Undergraduate students, who had previously completed this course and were enrolled in a cadaver dissection course, were assigned as peer‐instructors to assist the GA. A survey evaluating the peer‐instructional program was administered to the students, undergraduate peer‐instructors and GAs. Grades were compared, using an independent t‐test, to the year prior to implementation of the peer‐instruction program.
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