Effect of an interactive web-based instruction in the performance of undergraduate anatomy and physiology lab students

Gopal, Tamilselvi; Herron, Sherry S.; Mohn, Richard S.; Hartsell, Taralynn; Jawor, Jodie M.; Blickenstaff, Jacob Clark

doi:10.1016/j.compedu.2010.02.013

Cited by 26 publications

(20 citation statements)

References 10 publications

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“…This pre-requisite likely influenced the outcomes of this study, as >90% of students who chose the cardiovascular system as least difficult cited familiarity with the system as a reason why they thought it was relatively easy to learn about. This could explain the discrepancy with prior results showing that undergraduate students in an introduction human anatomy and physiology course found the cardiovascular system to be most difficult (Gopal et al 2010).…”

Section: Limitationscontrasting

confidence: 56%

“…In response, interactive imaging exercises were designed to improve learning outcomes. Gopal et al (2010) surveyed introductory anatomy and physiology students and instructors and the majority of both groups responded that the cardiovascular system was most difficult to learn or teach. To address this issue, the researchers developed interactive web-based tools to improve cardiovascular system instruction and found that students who used these tools significantly improved on summative laboratory assessments (Gopal et al 2010).…”

Section: Introductionmentioning

confidence: 99%

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

Lieu¹,

Gutierrez²,

Shaffer³

2018

HAPS ED

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Learning human anatomy may be a difficult task for students for a variety of reasons including the quantity of material in the course or discipline-specific factors such as understanding anatomical terminology or learning complex physiological processes. Additionally, students may find certain organ systems more challenging than others. While prior studies have assessed student perceptions of learning specific organ systems in a variety of settings, it is unknown what organ systems students in an undergraduate human anatomy course find most difficult to learn. The goals of this study were to determine what organ systems undergraduate human anatomy students find most and least challenging to learn and to determine the reasons why they feel as they do. The results of this study showed that students overwhelmingly found the peripheral nervous system to be the most difficult to learn because of complex structure-function relationships and their inability to visualize the system. Conversely, students thought that the cardiovascular and skeletal systems were the least challenging to learn because of prior exposure to them and ease of visualization. These findings allow for the development and alteration of instructional strategies to address the issues that students face when learning about difficult organ systems.

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Section: Limitationscontrasting

confidence: 56%

Section: Introductionmentioning

confidence: 99%

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

Lieu¹,

Gutierrez²,

Shaffer³

2018

HAPS ED

View full text Add to dashboard Cite

show abstract

“…Indeed, in a study of a blended learning course students had higher final grades compared to students studying the same course in a traditional manner [29]. Also, another group of students studying a cardiovascular element of a course demonstrated significant improvement in their performance after using the technological tools that were made available to them via a website [26]. Similar improvements in performance by both on-campus and distance-learning students undertaking e-learning anatomy courses suggests that this method can be used successfully to teach this subject [30,31].…”

Section: Significance Of the Studymentioning

confidence: 99%

“…As with any educational intervention, care must be taken to ensure that the availability of technology enhances learning and is not just technology for technology's sake [25]. When used appropriately in education, interactive technological strategies have been identified as enriching student teaching [26].…”

Section: Significance Of the Studymentioning

confidence: 99%

Effect of Blended Learning on Newly Nursing Student's Outcomes Regarding New Trends in Nursing Subject at Ain Shams University

Mersal¹,

Mersal²

2014

EDUCATION

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Blended learning refers to a method of instruction that utilizes two or more complementary approaches to teach the same material. By combining classroom lectures, activities, discussions, and/or web-based modules. Aim: Examine the effect of blended learning on newly nursing student's outcomes regarding new trends in nursing subject at Ain Shams University. Hypothesis: The Students who will be exposed to blended learning (Study group) will have improved Outcomes compared to the Students in the control group who will be exposed to lecture regarding new trends in nursing subject. Design: A quasi experimental study design was utilized to accomplish the aim of this study. Setting: Faculty of Nursing Ain Shams University Cairo Egypt. Sample: Two purposive samples of all available first year students' from the previously mentioned study setting in 2012/2013 and 2013/2014 academic years as control group and study group respectively. Students were included in this study were from both gender, and willing to participate in the study. Tools for data collection: A self-administered structured questionnaire to assess demographic characteristics and learning needs, student's satisfaction questionnaire sheet, student's academic achievement sheet. Results: There was improvement regarding satisfactory level of achievement and decrease in the percent of poor and very poor of blended learning group with no statistical difference between two groups. There was improvement in student's satisfaction of blended learning group regarding the course and teaching method with highly statistical significant difference between two groups. Conclusions: blended learning improved newly nursing student's Outcomes both academic achievement and student's satisfaction than lecture regarding new trends in nursing subject at Ain Shams University. Recommendations: blended learning can be used to facilitate nursing education, more researches done to determine durability rate of the information of this methods.

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“…An added advantage to this approach is the ability to document live digital images used in the class and to distribute them to students for accessibility to the actual slides studied in the laboratory and used for examinations. This approach also provides students the ability to exchange knowledge and review labeled digital material on the web (Gopal et al, 2010). However, it is difficult to attribute the positive impact of the interactive LDI system to a specific component rather than the technique as a whole.…”

Section: Discussionmentioning

confidence: 98%

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

Higazi

2011

Anatomical Sciences Ed

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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.

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Effect of an interactive web-based instruction in the performance of undergraduate anatomy and physiology lab students

Cited by 26 publications

References 10 publications

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

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

Effect of Blended Learning on Newly Nursing Student's Outcomes Regarding New Trends in Nursing Subject at Ain Shams University

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

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