The Anatomy of Persistence: Remediation and Science Identity Perceptions in Undergraduate Anatomy and Physiology

Abstract

Undergraduate Anatomy and Physiology (A&P) courses are gateway courses nursing and allied health students must pass before progressing through their academic programs. Many students need to retake the course to receive grades acceptable to progress in their programs, but identifying students at risk of failure may help instructors extend support. In this study, we examined self-efficacy and science identity as potential predictors of student success in these courses, and, by extension, a potential way to identify students at risk of failing. We found that science identity, and not self-efficacy nor completion of science prerequisite courses, explained the most variance when predicting A&P final grade in hierarchical regression. Additionally, we interviewed a purposive sample of students retaking the course to explore their experiences and perceptions of these constructs in A&P over multiple enrollments. Students retaking the course described their experiences of being “biology people” in their interviews, further suggesting that having a science identity is relevant to A&P students and may be leveraged to support students in A&P contexts.

Content Coverage as a Persistent Exclusionary Practice: Investigating Perspectives of Health Professionals on the Influence of Undergraduate Coursework

“…Royse et al. ’s ( 2020 ) investigation of student success in A&P courses further bolsters this recommendation. In finding that science identity most strongly predicted A&P grades, they suggest that “capturing who students believe themselves to be and to which communities they feel that they belong may be an efficacious avenue for motivating and retaining students” ( Royse et al.…”

Transfer-bound community college students’ biology identity and perception of teaching

“…This science identity is shaped by experiences in learning environments, accessibility of role models, and intersections with other aspects of identity ( 6 ). Identity can be a strong predictor of student persistence in classes ( 7 ) and longer-term persistence in science careers ( 8 ). These effects are stronger in first-generation students and members of historically excluded racial or ethnic groups ( 9 – 11 ).…”

Impact of gross anatomy laboratory on student written examination performance: A 3‐year study of a large‐enrollment undergraduate anatomy course

“…Human anatomy is a key foundational subject in the education of future health professionals. In the baccalaureate level nursing, allied health, and pre‐health sciences programs, the challenging nature of anatomy courses can create stumbling blocks for the students to advance in their curriculum (Griff, 2016; Schutte, 2016; Royse et al, 2020). In addition, it has been reported that 95% of physician assistant programs in the United States require anatomy as a prerequisite (Snyder et al, 2022).…”