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Increasing Student Engagement in Anatomy and Physiology Labs

Increasing Student Engagement in Anatomy and Physiology Labs. Presented by Dr. Leslie Rios and Dr. Nilanjana Caballero. Background. Student opinion surveys indicate students feel passing around models is boring. Instructors find them boring too!

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Increasing Student Engagement in Anatomy and Physiology Labs

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  1. Increasing Student Engagement in Anatomy and Physiology Labs Presented by Dr. Leslie Rios and Dr. Nilanjana Caballero

  2. Background • Student opinion surveys indicate students feel passing around models is boring. • Instructors find them boring too! • Research indicates increased student engagement improves retention and success: image: https://www.frostburg.edu/dept/biol/facilities/anatomy-and-physiology-lab-compton-science-center-room-326/

  3. Question: Will adding active lab components to each lab improve student interest and engagement? • Goals • Increase student engagement • Apply material beyond the model • Improve retention and success

  4. Changes to the lab curriculum Lab Content Added Protocol Fetal pigs (no cutting) Cut pig mid-sagittal E, threads, cheek cell, mitosis Game with laminated sheets Hair, fingerprints, Biore strips Reaction time, Brains PTC, eye charts, hearing, sensory, eye dissection Bone labels, pig feet Pig dissections • Directional terms • Organ systems • Cytology • Histology • Integumentary • Nervous system • Special Senses • Skeletal • Muscles

  5. Let’s Try it out: Working in groups of 2-3 complete the following activities and record your results in your lab manual. • Two-point discrimination test • Tactile localization test • Snellen eye chart test • Astigmatism test • Blind spot test • Rinne test • PTC test

  6. Results: • Quantitative data • Lab exit quiz • Questions pulled from lab practical • Qualitative data • Self report on interest/understanding • Favorite/least favorite labs • Lab experience (expectations)

  7. Lab Exit Quiz Q1: Identify stage of mitosis Q2: Describe main events Q3: Draw cheek cell at 100X Q4: Name the anatomical structure for fingerprints Q5: Name the function of that structure

  8. Results: Two-Sample t-Test

  9. Results: Retention

  10. Self reporting1-5 how did each experience hold interest and help understanding • Passing models • Fetal pig dissection • Sheep brain dissection • Cow eye dissection • Staining cheek cells

  11. Self reporting on understanding

  12. Which lab was your favorite?Which lab was your least favorite? • 63 students answered this question. • 39 (62%) answered dissection was their favorite • 5 (8%) answered dissection was their least favorite • Remainder answered other labs for most and least favorite • This data is from both groups who had active or regular labs. • Even regular labs enjoyed the one sheep brain dissection they did at a ratio of 8:1

  13. Why did they like dissection the best? • It gave real life examples • It was hands on • It helped me learn in depth • Liked pointing out the parts • It was interesting and I learned more

  14. Why did the 5 students dislike the dissection? • It smelled bad (4 out of 5) • 1 person: it does not help • Take away: Majority of students in both regular and active labs chose dissection as their favorite lab.

  15. Is the lab meeting expectations?

  16. Future directionPossible changes • Address the smell • Put more active questions on the final

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