Are all hands-on activities equally effective? Effect of using plastic models, organ dissections, and virtual dissections on student learning and perceptions

Abstract

This study investigated the impact of three commonly used cardiovascular model-assisted activities on student learning and student attitudes and perspectives about science. College students enrolled in a Human Anatomy and Physiology course were randomly assigned to one of three experimental groups (organ dissections, virtual dissections, or plastic models). Each group received a 15-min lecture followed by a 45-min activity with one of the treatments. Immediately after the lesson and then 2 mo later, students were tested on anatomy and physiology knowledge and completed an attitude survey. Students who used plastic models achieved significantly higher overall scores on both the initial and followup exams than students who performed organ or virtual dissections. On the initial exam, students in the plastic model and organ dissection treatments scored higher on anatomy questions than students who performed virtual dissections. Students in the plastic model group scored higher than students who performed organ dissections on physiology questions. On the followup exam, when asked anatomy questions, students in the plastic model group scored higher than dissection students and virtual dissection students. On attitude surveys, organ dissections had higher perceived value and were requested for inclusion in curricula twice as often as any other activity. Students who performed organ dissections were more likely than the other treatment groups to agree with the statement that "science is fun," suggesting that organ dissections may promote positive attitudes toward science. The findings of this study provide evidence for the importance of multiple types of hands-on activities in anatomy laboratory courses.

Student Perceived Difficulties in Learning Organ Systems in an Undergraduate Human Anatomy Course

“…To a lesser extent, students reported that a lack of models and difficulty visualizing nervous system structures contributed to difficulties learning the nervous system. As being able to visualize anatomical structures through models or dissections has been shown repeatedly to benefit student learning (Kramer and Soley 2002, DeHoff et al 2011, Lujan et al 2013, Haspel et al 2014, Lombardi et al 2014, it does not come as a surprise that students would report this issue with regards to learning the nervous system. Indeed, undergraduate human anatomy students strongly favor the use of models when learning anatomy (Wright 2012, Anderton et al 2016, Shaffer 2016.…”

“…Dissection was not only applicable to their training but it also helped them visualize the structures of the body. In addition, a variety of models (plastic, animal tissue, computer, etc) have been reported to be useful for learning human anatomy in several different contexts (Lombardi et al 2014) since models help students place objects or structures into forms that are more readily learned in a visual setting (Gilbert and Boulter 1998).…”

Student Perceptions to Teaching Undergraduate Anatomy in Health Sciences

“…Engagement with students is a highly valuable tool which can play a role in course completion (Hopper, 2016;Thalluri, 2016). Retention rates in science degrees tend to be poor (Lombardi, Hicks, Thompson, & Marbach-Ad, 2014), and student confidence and perceptions of science are often negative (Craker, 2006). In a university setting, a diversity in students' backgrounds results in variability amongst students in terms of their educational background and thus, learning styles.…”

“…It has also been suggested that younger students require a more entertaining and immersive approach in order to remain interested in course material (Miller et al, 2002). Since it has the potential to engage multiple learning styles, and create an environment where students are more likely to achieve meaningful learning, many have employed a multimodal learning environment in the hopes that enjoyment of the coursework will lead to a greater investment of time in studying the material, and consequently, academic success (Drake & Pawlina, 2014;Farkas, Mazurek, & Marone, 2016;Lombardi et al, 2014;Michael, 2006).…”

“…This concept is supported by Miller et al (2002), who stated that students pursuing a variety of health-based careers can benefit from anatomy courses, and that understanding must be emphasized over memorization (Miller et al, 2002). Educators must choose the most suitable active learning approaches to meet the objectives of their own courses (Lombardi et al, 2014). An exemplary case is the development by Miller et al of an undergraduate human anatomy course in which modalities aimed at increasing understanding and problem-solving (e.g.…”