Predictors of success in undergraduate human physiology.

McCleary, Vikki L; Aasen, G H; Slotnick, Henry B.

doi:10.1152/advances.1999.277.6.s119

Cited by 5 publications

(2 citation statements)

References 16 publications

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“…To a minimal degree, the impact of prerequisite courses and prior student knowledge on later success has been examined in the context of physiology education. While the number of past science courses taken and university grade point average (GPA) have been found to positively correlate with passing grades in physiology courses (McCleary et al 1999), success is also impacted by faulty mental models or misconceptions, derived from personal experience with the subject matter, or related to prior classroom instruction (Michael 1998). For example, student misconceptions in cardiovascular physiology (Michael 1998) and respiratory physiology (Michael 1998 have been described, which may impact student success in subsequent physiology courses.…”

Section: Introductionmentioning

confidence: 99%

The Impact of Physiology Prerequisites on Future Anatomy and Physiology Courses

Shaffer¹,

Schriner²,

Loudon³

et al. 2018

HAPS ED

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Universities use prerequisites to regulate the path of students through a program or major. However, the impact of prerequisites on follow-up courses in anatomy and physiology is not well understood. If success in follow-up courses depends on completion of prerequisite courses, then students should earn higher grades on exam questions that assess prerequisite knowledge. To test this hypothesis, we investigated the potential impact of a required prerequisite human physiology lecture course on a followup human physiology laboratory course and a follow-up molecular pharmacology course. We also investigated the potential impact of a recommended prerequisite human physiology laboratory course on a follow-up human anatomy course. We assessed student exam performance in the follow-up courses based on their familiarity with the material from the required prerequisite course or the recommended prerequisite course. Our results were mixed and demonstrated limited performance gains in the follow-up courses despite overlap of material among the courses. These results suggest that prerequisite courses may not have a significant impact on the outcome of future related courses and that individual academic programs should evaluate the effectiveness of prerequisite courses in a local context.

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Section: Introductionmentioning

confidence: 99%

The Impact of Physiology Prerequisites on Future Anatomy and Physiology Courses

Shaffer¹,

Schriner²,

Loudon³

et al. 2018

HAPS ED

View full text Add to dashboard Cite

show abstract

“…Human physiology and pathophysiology coursework is emphasized in diverse undergraduate programs. Students of clinical laboratory science and the allied health professions as well as physical education, premedicine, and physiology students enroll in undergraduate physiology classes in increasing numbers every year (3). These students come with disparate levels of interest in, and preparation for, physiology coursework.…”

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confidence: 99%

Please pass the cauliflower: a recipe for introducing undergraduate students to brain structure and function.

Masters

Christensen

2000

Advances in Physiology Education

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Neurophysiology/pathophysiology content is a frequent source of anxiety for undergraduate students and their instructors. This learning module supplements traditional lecture and overhead presentations to offer a novel, nonthreatening, and entertaining introduction to neuropathology. The module is based on a ridiculous analogy between the human brain and the cauliflower. This module has been used with both underclassmen and more advanced health science undergraduate students and has produced enthusiastic student responses while deescalating both student and instructor anxiety.

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Students’ Colleges and Achievement in an Advanced Course

Zolman

Ott

2002

Advances in Physiology Education

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The aim of the present study was to determine whether a significant relationship exists between a student's college (Allied Health, Arts and Science, Education, and Graduate School) and achievement in an advanced-level course in human physiology (PGY 412G). The mean percentage of correct answers on four multiple-choice tests, collectively totaling 400 points, was used to assess each student's performance. A four (college)-by-three (academic year) analysis of variance was used for statistical comparisons among 660 students enrolled in PGY 412G from the fall semester of 1995 through the spring semester of 1998. Subsequent pairwise comparisons tests found that the College of Education students had a significantly lower mean percentage of correct answers (61%) compared with students in each of the other colleges (P < 0.001). No significant differences in percentage scores were found among students enrolled in Allied Health (78%), Arts and Science (78%), or the Graduate School (77%). Also, percentages of correct answers averaged across all students were significantly lower during the 1997-1998 academic year than those in either the 1996-1997 year (P < 0.001) or the 1995-1996 year (P < 0.05). Students' scores during these two earlier years did not differ significantly. Upward letter grade adjustments based on class distributions were made each semester, and more As and Bs and fewer Cs and Ds were given as course grades than expected from an absolute assessment scale. This grade inflation benefited low-scoring students from all colleges, particularly those students enrolled in the College of Education. To improve the understanding of human function of these low-scoring students may require special educational programs.

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Predictors of success in undergraduate human physiology.

Cited by 5 publications

References 16 publications

The Impact of Physiology Prerequisites on Future Anatomy and Physiology Courses

The Impact of Physiology Prerequisites on Future Anatomy and Physiology Courses

Please pass the cauliflower: a recipe for introducing undergraduate students to brain structure and function.

Students’ Colleges and Achievement in an Advanced Course

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