Assessing how students value learning communication skills in an undergraduate anatomy and physiology course

Students, particularly those in science, technology, engineering and mathematics (STEM) and healthcare-related programs, should develop proficient interpersonal skills, including communication. To help students develop effective communication skills, instructors need to consider the value students give to learning these skills. The Student Attitudes Toward Communication Skills Survey (SATCSS) was developed to measure how undergraduate students value learning communication skills based on Expectancy-Value Theory across three modes of communication (verbal, written, non-verbal). The survey was given to students interested in healthcare professions and enrolled in an undergraduate anatomy and physiology (A&P) course (n = 233) at a Midwest research active university. The survey showed evidence of validity, measuring two components: (1) “Value to Profession” (attainment and utility value) and (2) “Value to Self” (intrinsic value and cost). There was a significant difference in sub-scores among the four task values such that students thought that learning communication skills was important and relevant (high attainment and utility value) but not interesting (low intrinsic value) and costly. Students with high total scores valued communication skills across all four task values. As total value scores decreased, it was first due to students finding learning communication skills to be time prohibitive and then a lack of interest in learning communication skills. Based on these results, it is recommended that instructors incorporate communication skills training into content that is already part of their A&P course to reduce time concerns. Additional recommendations include using reflective activities and humor to increase student interest.     

河北省高校贫困大学生心理健康状况调查

采用症状自评量表SCL-90对河北省5所高校976名贫困大学生进行问卷调查,结果表明:贫困大学生心理健康水平与国内大学生常模比较,总体差异显著;在性别和年级上存在差异;在专业上差异不显著。     

Web-based training on learning organization for electrical undergraduate students in Thailand

The purpose of this research was to utilize web-based training （WBT） to enhance students＇ knowledge of learning organization （LO） in a context of electrical technology education in Thailand. The sample chosen for this study included 19 fourth year undergraduate students. The WBT was based on the five disciplines according to Senge （1991） as well as the seven habits of highly effective people （Covey, 1989）. The tools for pre- and post- testing were LO model evaluation and knowledge of LO. The reliability of the instruments was 0.9274 and 0.9905 respectively. The data were analyzed by using mean （M） and standard deviation （SD）, t-test and Pearson product-moment correlation. When pre- and post- tests mean scores of the LO model evaluation and the knowledge of LO were compared, the mean scores of post-test training were greater than the mean scores of pre-test training. Moreover, there was a significant relationship between pre- and post- tests of LO model evaluation and the knowledge of LO. Thus, it can be concluded that the model of WBT can enhance students＇ knowledge of LO in this context.     

Exploring anatomy and physiology using iPad applications

This study examined the use of iPads with anatomy applications (apps) in the laboratory sections of the largest undergraduate course at the university, Anatomy and Physiology, serving more than 300 students. The majority of these students were nursing, exercise science/physical education and biology majors. With a student survey (student opinion) and student practicum grades as metrics, this study determined whether the introduction of this novel mobile technology improved student grades and aided the students in learning the course material. The results indicated that students’ grades improved with the introduction of the iPads, and 78% of the students reported that the iPads facilitated their ability to learn the course material. There was a positive association between frequency of app use and standardized mastery of the course material, as students who used the apps more frequently scored higher and indicated that they felt as though they had learned the material more comprehensively. Owning or having an iPad at home did not have a significant effect on the learning of the material. The general consensus by students was that iPad anatomy apps should be used frequently to better develop student understanding of the course material. Anat Sci Educ 11: 336–345. © 2017 American Association of Anatomists.     

The motivations to study and expectations of studying of undergraduate students in business and management

The purpose of this article is to examine the relationship between motivations to learn and expectations of learning and to see if there are any differences across student groups based on their choice of degree programme and level of study. Six scales were used from Pintrich et al.’s Motivated Strategies for Learning Questionnaire, of which two were adapted for this study, to measure motivations to learn and expectations of learning amongst undergraduate students. Across different levels of study and programmes, 564 responses were collected. The study suggests that there is a correlation between the degree of importance and interest that students attach to their studies, their beliefs about how well they will do and their overall levels of motivation to learn. These relationships vary across different student groups. The study also found that the degree of anxiety about assessment experienced by students was independent of their motivations and expectations and did not differ significantly between any student groups.     

The use of limericks to engage student interest and promote active learning in an undergraduate course in functional anatomy

The study of anatomy is a content-dense discipline with a challenging vocabulary. A mnemonic is a series of letters, a word, a phrase, or a rhyme that students can use when studying to facilitate recall. This project was designed to promote active learning in undergraduate students studying anatomy and physiology by asking them to create limericks based on course content and then to evaluate the limericks written by their peers for learning value, accuracy, style, and adherence to limerick characteristics. Students (278 and 288, respectively, in the 2009 and 2010 sections of ANP1107) worked in groups of three to create a total of 242 limericks. Peer evaluation was accomplished in two stages using a 20-point marking rubric. In Stage 1, students were randomly divided into 10 groups (n = 23 ± 2 students) with each group member evaluating the same 12 ± 1 limericks. In Stage 2, the top 19% of limericks were reevaluated by all students so that the best three could be chosen. In each of the two years, 60% of students completed all parts of the assignment. Higher percentages (75-80%) participated in limerick writing and one of the two assessment stages. A positive association was noted between level of student participation in the limerick assignment and final course marks. Limerick creation and evaluation can be used to promote active learning by encouraging students to review functional-anatomy-based content to create limericks with good learning value and to provide valid assessments of limericks written by their peers.     

Perceptions of junior doctors and undergraduate medical students as anatomy teachers: Investigating distance along the near‐peer teaching spectrum

Near‐peer teaching involves more experienced students acting as tutors and has been widely used in anatomy education. This approach has many advantages for the learner due to the social and cognitive congruence they share with the teacher, however, the influence of distance between the teacher and learner on these congruences has yet to be explored. The aim of this study was to compare the attitudes and perceptions of the student learner towards neuroanatomy review sessions taught by either a senior medical student or a junior doctor. The students were randomly assigned to an allocated tutor. All tutors used standardized material and had access to identical resources. The type of allocated tutor was swapped between the two teaching sessions and 99 student feedback forms were collected in total. The rating for the overall quality of the teaching session was not significantly different between the junior doctors and senior medical students (P = 0.11). However, criteria closely relating to social and cognitive congruence such as “enjoyment of the session,” “delivery of the teaching,” and “was it a good use of time” were all rated significantly higher for the senior medical students (P < 0.05). The results of this study suggest that small increases in distance along the near‐peer teaching spectrum have an impact upon the student's perception of their learning experience. While all teachers were suitable role models it appears that junior doctors are too far removed from their own undergraduate experiences to share congruences with pre‐clinical medical students. Anat Sci Educ 7: 242–247. © 2013 American Association of Anatomists.     

Student perspectives of imaging anatomy in undergraduate medical education

Radiological imaging is gaining relevance in the acquisition of competencies in clinical anatomy. The aim of this study was to evaluate the perceptions of medical students on teaching/learning of imaging anatomy as an integrated part of anatomical education. A questionnaire was designed to evaluate the perceptions of second‐year students participating in a clinical anatomy course over three consecutive academic years. A principal component analysis was used to evaluate the dimensionality of the questionnaire. The variables were summarized using frequencies, mean, median, 25th percentile, 75th percentile, minimum, and maximum. The results demonstrated that students felt the teaching of imaging anatomy influenced learning in the clinical anatomy course (mean = 4.5, median = 5.0) and subsequent clinical courses (mean = 4.4, median = 4.0). Regarding the imaging techniques used in the demonstration of anatomical structures, computed tomography (median = 5.0) and magnetic resonance imaging (median = 5.0) were highly rated. Students suggested the use of additional support material (37.6%) and favored a more practical approach. In conclusion, the results of this work highlight the value of imaging anatomy in learning human anatomy. Students' comments pointed out a need to focus teaching/learning programs toward a more practical rather than theoretical approach as well as a need to provide a better fit between sectional anatomy and clinical cases using imaging anatomy. In order to provide an optimal learning environment to students, it also seems important to create improved media material as an additional resource tool. Anat Sci Educ. © 2013 American Association of Anatomists.     

Use of interactive live digital imaging to enhance histology learning in introductory level anatomy and physiology classes

Histology is one of the main subjects in introductory college-level Human Anatomy and Physiology classes. Institutions are moving toward the replacement of traditional microscope-based histology learning with virtual microscopy learning amid concerns of losing the valuable learning experience of traditional microscopy. This study used live digital imaging (LDI) of microscopic slides on a SMART board to enhance Histology laboratory teaching. The interactive LDI system consists of a digital camera-equipped microscope that projects live images on a wall-mounted SMART board via a computer. This set-up allows real-time illustration of microscopic slides with highlighted key structural components, as well as the ability to provide the students with relevant study and review material. The impact of interactive LDI on student learning of Histology was then measured based on performance in subsequent laboratory tests before and after its implementation. Student grades increased from a mean of 76% (70.3-82.0, 95% CI) before to 92% (88.8-95.3, 95% CI) after integration of LDI indicating highly significant (P < 0.001) enhancement in students' Histology laboratory performance. In addition, student ratings of the impact of the interactive LDI on their Histology learning were strongly positive, suggesting that a majority of students who valued this learning approach also improved learning and understanding of the material as a result. The interactive LDI technique is an innovative, highly efficient and affordable tool to enhance student Histology learning, which is likely to expand knowledge and student perception of the subject and in turn enrich future science careers.     

高校本科人体解剖生理学实验教学改革研究

从北京师范大学人体解剖生理学实验课程的教学实践出发,总结该实验课程的实验教学内容、教学手段以及考核机制的全新改革和完善。在教学内容上主要从三个方面进行改革和完善,在实验教学手段上积极探索多样化的实验教学平台建设,在考核机制上,建立合理的人体解剖生理学实验考核体系,充分调动学生学习的积极性。     

Chinese anatomy educators' perceptions of blended learning in anatomy education: A national survey in the post-COVID-19 era

Blended learning, which combines face-to-face lectures with online learning, has emerged as a suitable teaching approach during the COVID-19 pandemic. This study used a national survey of anatomy educators in Mainland China to evaluate the changes in the implementation of blended learning in anatomical pedagogy. A total of 297 responses were collected from medical schools across all provinces. Respondents included 167 males and 130 females, with an average age of 44.94 (±8.28) and average of 17.72 (±9.62) years of professional experience. The survey showed adoption of online teaching and assessment by Chinese anatomy educators increased by 32.7% and 46.8%, respectively, compared to pre-pandemic levels. Perceptions of blended learning outcomes varied, with 32.3% and 37% educators considering it superior and inferior to traditional teaching, respectively. Faculty training programs related to blended learning increased significantly, fostering a collaborative learning environment; however, challenges remained in achieving satisfactory online assessment outcomes. Anatomy educators' attitudes reflected a strong preference for classroom learning (4.941 ± 0.856) and recognition of the importance of relevant technology (4.483 ± 0.954), whereas online learning received lower acceptance (4.078 ± 0.734). Female anatomy teachers demonstrated effective time management in online teaching. Meanwhile, educators with over 15 years of experience encountered difficulties with relevant technology, consistent with negative attitudes toward blended learning. Overall, this survey highlights the persistent challenges in implementing blended learning in anatomy education and provides insights for enhancing the pedagogical model in the post-COVID-19 era.     

关于高中数学课程学习的比较研究--对大学生群体的调查与分析

通过问卷调查,对大学生中男女生之间、城乡学生之间、民族学生之间关于高中数学的学习目的、学习兴趣、学习方法以及对高中数学课程改革的期望的比较研究,得到了一些初步结论,给课程改革提供参考.     

高职艺术类学生学习风格调查与英语教学策略

学生的学习风格如果与教师的教学风格出现错位,会使学生对学科失去信心甚至放弃。文章以高职艺术类学生学习风格问卷调查的结果为基础,探讨了英语教学的策略,旨在帮助英语教师了解艺术类学生的学习风格,针对艺术类学生的视觉-空间优势智能来促进其语言智能的发展,做到学习风格与教学风格的有机结合,提高艺术类学生的英语教学质量。     

高职生学习策略的调查与分析

对高职院校学生学习策略状况的问卷调查与分析表明：高职男女生之间，普通高中毕业的科生、理科生以及三校生之间的学习策略均有显差异；高职生的学习策略在态度维持、时间管理、专心程度和动机激发备纬度上显比本科生差。     

The place of surface anatomy in the medical literature and undergraduate anatomy textbooks

The aims of this review were to examine the place of surface anatomy in the medical literature, particularly the methods and approaches used in teaching surface and living anatomy and assess commonly used anatomy textbooks in regard to their surface anatomy contents. PubMed and MEDLINE databases were searched using the following keywords “surface anatomy,” “living anatomy,” “teaching surface anatomy,” “bony landmarks,” “peer examination” and “dermatomes”. The percentage of pages covering surface anatomy in each textbook was calculated as well as the number of images covering surface anatomy. Clarity, quality and adequacy of surface anatomy contents was also examined. The search identified 22 research papers addressing methods used in teaching surface anatomy, 31 papers that can help in the improvement of surface anatomy curriculum, and 12 anatomy textbooks . These teaching methods included: body painting, peer volunteer surface anatomy, use of a living anatomy model, real time ultrasound, virtual (visible) human dissector (VHD), full body digital x‐ray of cadavers (Lodox^® Statscan^® images) combined with palpating landmarks on peers and the cadaver, as well as the use of collaborative, contextual and self‐directed learning. Nineteen of these studies were published in the period from 2006 to 2013. The 31 papers covered evidence‐based and clinically‐applied surface anatomy. The percentage of surface anatomy in textbooks' contents ranged from 0 to 6.2 with an average of 3.4%. The number of medical illustrations on surface anatomy varied from 0 to 135. In conclusion, although there has been a progressive increase in publications addressing methods used in teaching surface anatomy over the last six to seven years, most anatomy textbooks do not provide students with adequate information about surface anatomy. Only three textbooks provided a solid explanation and foundation of understanding surface anatomy. Anat Sci Educ 6: 415–432. © 2013 American Association of Anatomists.     

Becoming and being a talented undergraduate student

This article reports on a case study of one New Zealand university faculty involved in the second phase of a three-phase study investigating the experiences of talented undergraduate students. Talented undergraduate students are a largely forgotten group in research. The current study sought to investigate who the talented students were, and then what their lived experiences as talented undergraduate students were. The study involved 128 undergraduate students who provided information about their experiences as high achieving students in an undergraduate degree program. Approximately 10% of all students enrolled across five different undergraduate degree programs in the faculty were defined as talented undergraduate students. These students were ethnically diverse and largely older than we had anticipated. The majority had not previously been identified as talented and many had been largely unsuccessful educationally, prior to embarking on their undergraduate studies. Several students experienced challenging personal circumstances, such as financial hardship and extensive family responsibilities. The grit or resilience demonstrated by these students seemed to explain the essence of the phenomenon of being a talented undergraduate student in this faculty.     

Introduction of vertical integration and case-based learning in anatomy for undergraduate physical therapy and occupational therapy students

The purpose of the present pilot study was to evaluate the benefits of innovative teaching methodologies introduced to final year occupational and physical therapy students in Christian Medical College in India. Students' satisfactions along the long-term retention of knowledge and clinical application of the respiratory anatomy have been assessed. The final year undergraduate physical therapy and occupational therapy students had respiratory anatomy teaching over two sessions. The teaching involved case-based learning and integrated anatomy lectures (vertical integration) with the Anatomy department. Pretest and immediate and follow-up post-tests were conducted to assess the effectiveness of the innovative methods. A feedback questionnaire was marked to grade case-based learning. The method of integrated and case-based teaching was appreciated and found to be useful in imparting knowledge to the students. Students retained the gained knowledge adequately and the same was inferred by statistically significant improvement in both post-test scores. Vertical integration of anatomy in the final year reinforces their existing knowledge of anatomy. Case-based learning may facilitate the development of effective and clinically sound therapists.     

Influence of study approaches and course design on academic success in the undergraduate anatomy laboratory

Many pre‐health professional programs require completion of an undergraduate anatomy course with a laboratory component, yet grades in these courses are often low. Many students perceive anatomy as a more challenging subject than other coursework, and the resulting anxiety surrounding this perception may be a significant contributor to poor performance. Well‐planned and deliberate guidance from instructors, as well as thoughtful course design, may be necessary to assist students in finding the best approach to studying for anatomy. This article assesses which study habits are associated with course success and whether course design influences study habits. Surveys (n = 1,274) were administered to students enrolled in three undergraduate human anatomy laboratory courses with varying levels of cooperative learning and structured guidance. The surveys collected information on potential predictors of performance, including student demographics, educational background, self‐assessment ability, and study methods (e.g., flashcards, textbooks, diagrams). Compared to low performers, high performers perceive studying in laboratory, asking the instructor questions, quizzing alone, and quizzing others as more effective for learning. Additionally, students co‐enrolled in a flipped, active lecture anatomy course achieve higher grades and find active learning activities (e.g., quizzing alone and in groups) more helpful for their learning in the laboratory. These results strengthen previous research suggesting that student performance is more greatly enhanced by an active classroom environment that practices successful study strategies rather than one that simply encourages students to employ such strategies inside and outside the classroom. Anat Sci Educ 11: 496–509. © 2018 American Association of Anatomists.     

The student experience of undergraduate students: towards a conceptual framework

While the term ‘student experience’ is used widely in universities, it is remarkably under-developed as a construct in the academic literature. This paper addresses this gap by proposing a conceptual framework for the student experience of undergraduate students. The approach taken is to identify the key influences that shape the student experience from the perspective of students. It does this by addressing two questions: firstly, what are the key influences that shape the student experience? Secondly, how do these influences shape the student experience? To do this the paper draws from a wide range of studies that provide substantial theoretical and empirical evidence as to how students experience university. Drawing from Bronfenbrenner’s bioecological model of human development, it identifies seven key sets of influences or microsystems that shape the undergraduate student experience. Then the paper considers how these influences shape students’ experiences drawing from the concepts of engagement and alienation. The paper concludes by proposing a broadly defined model for the student experience where learning and development take place as a result of meaningful interactions between the student and the key microsystems. The implications of this model for universities and for further study are also discussed.