scholarly journals Introducing Undergraduate Students to Primary Research Literature in a Human Anatomy and Physiology Course

2018 ◽  
Vol 32 (S1) ◽  
Author(s):  
Sarah F. Knight ◽  
Hongmei Ma
Keyword(s):  
Undergraduate Students ◽  
Research Literature ◽  
Human Anatomy ◽  
Primary Research ◽  
Anatomy And Physiology ◽  
Human Anatomy And Physiology

scholarly journals Student engagement in a compulsory introductory physiology course.

2017 ◽  
Vol 17 (1) ◽  
pp. 52-62 ◽  
Author(s):  
Stephen Brown ◽  
Sue White ◽  
Alex Bowmar ◽  
Nicola Power
Keyword(s):  
Student Engagement ◽  
Undergraduate Students ◽  
Human Anatomy ◽  
Latent Factors ◽  
First Semester ◽  
Anatomy And Physiology ◽  
Human Anatomy And Physiology ◽  
Course Engagement ◽  
Good Internal Consistency ◽  
Sport And Recreation

Appropriate instruments are required to determine student engagement on an undergraduate course, and in this study we evaluated a 23 item Student Course Engagement Questionnaire (SCEQ) administered to undergraduate students studying a Bachelor of Sport and Recreation degree. These students were in the first semester of a 3 year degree, and were enrolled in a compulsory introductory Human anatomy and physiology course, as part of their degree. Responses (n=115) were analysed using exploratory factor analysis, and this indicated that 4 latent factors explained >49% of the total variance. These factors were described as ‘study habits’ (7 items), ‘performance’ (6 items), participation (4 items), and emotional (4 items). Two items did not align with any latent factors. Each scale had good internal consistency, with all Cronbach’s alpha values >0.7. The factors identified in this study are consistent with those identified in a previous SCEQ evaluation, and we suggest that this instrument is appropriate to quantify course engagement in Sport and Recreation degree students. Moreover, we suggest that the scales identified within the SCEQ may be used to quantify aspects of engagement in undergraduate students studying a course in introductory Human anatomy and physiology.

PULMONARY AND RENAL PRESSURE-FLOW RELATIONSHIPS: WHAT SHOULD BE TAUGHT?

2001 ◽  
Vol 25 (2) ◽  
pp. 15-28 ◽  
Author(s):  
Barbara E. Goodman
Keyword(s):  
Active Learning ◽  
Undergraduate Students ◽  
National Science Foundation ◽  
Functional Anatomy ◽  
Human Anatomy ◽  
Improvement Program ◽  
Basic Principles ◽  
Pressure Flow ◽  
Anatomy And Physiology ◽  
Human Anatomy And Physiology

This article is from a symposium presented at the annual meeting of the Human Anatomy and Physiology Society (HAPS) on June 11, 2000. The presentation was funded under the auspices of a National Science Foundation Course, Curriculum, and Laboratory Improvement Program entitled “Development of Active Learning Materials for Physiology and Functional Anatomy: A Cooperative HAPS-APS Initiative.” This symposium was part of the first module to be developed on “gradients and conductances: what flows where and why?” This presentation was designed to model the usefulness of the general model of gradients and conductances in the physiology and pathophysiology of the respiratory and renal systems. Thirteen different examples of pressure-flow-resistance and concentration-flux relationships are introduced; several ideas for active-learning activities and simple figures appropriate for undergraduate physiology classes are included. The symposium assumes that undergraduate students have already learned about diffusion, osmosis, and the basic principles of cardiovascular physiology. The presentation was designed to follow a symposium entitled: “Cardiovascular pressure-flow relationships: what should be taught?”

Establishment of an Interactive Community Outreach program in Human Anatomy and Physiology: The HAPI Lab Model

HAPS Educator ◽  
2017 ◽  
Vol 21 (2) ◽  
pp. 101-105
Author(s):  
Bridgett R. Severt ◽  
Barbara Kraszpulska ◽  
Thomas L. Brown
Keyword(s):  
Community Outreach ◽  
Human Anatomy ◽  
Outreach Program ◽  
Anatomy And Physiology ◽  
Human Anatomy And Physiology

Case Studies in The Instruction of Human Anatomy and Physiology

HAPS Educator ◽  
2019 ◽  
Vol 23 (3) ◽  
pp. 506-515
Author(s):  
Chasity O’Malley ◽  
◽  
Julie Doll ◽  
Catherine Taylor ◽  
Marian Leal ◽  
...  
Keyword(s):  
Case Studies ◽  
Human Anatomy ◽  
Anatomy And Physiology ◽  
Human Anatomy And Physiology

The Survival of the Physiologist: A Human Anatomy and Physiology Game

HAPS Educator ◽  
2019 ◽  
Vol 23 (1) ◽  
pp. 37-44
Author(s):  
Vicki Motz ◽  
Timothy Koneval ◽  
Jill Bennett-Toomey ◽  
Rema Suniga ◽  
Jacqueline Runestad Connour
Keyword(s):  
Human Anatomy ◽  
Anatomy And Physiology ◽  
Human Anatomy And Physiology

scholarly journals Introductory anatomy and physiology in an undergraduate nursing curriculum

2017 ◽  
Vol 41 (1) ◽  
pp. 56-61 ◽  
Author(s):  
S.J. Brown ◽  
S. White ◽  
N. Power
Keyword(s):  
Academic Achievement ◽  
Nursing Students ◽  
Human Anatomy ◽  
High Achievers ◽  
First Year ◽  
Grade Point ◽  
Anatomy And Physiology ◽  
Undergraduate Nursing ◽  
Human Anatomy And Physiology ◽  
High Achieving

Using an educational data mining approach, first-year academic achievement of undergraduate nursing students, which included two compulsory courses in introductory human anatomy and physiology, was compared with achievement in a final semester course that transitioned students into the workplace. We hypothesized that students could be grouped according to their first-year academic achievement using a two-step cluster analysis method and that grades achieved in the human anatomy and physiology courses would be strong predictors of overall achievement. One cohort that graduated in 2014 ( n = 105) and one that graduated in 2015 ( n = 94) were analyzed separately, and for both cohorts, two groups were identified, these being “high achievers” (HIGH) and “low achievers” (LOW). Consistently, the anatomy and physiology courses were the strongest predictors of group assignment, such that a good grade in these was much more likely to put a student into a high-achieving group. Students in the HIGH groups also scored higher in the Transition to Nursing course when compared with students in the LOW groups. The higher predictor importance of the anatomy and physiology courses suggested that if a first-year grade-point average was calculated for students, an increased weighting should be attributed to these courses. Identifying high-achieving students based on first-year academic scores may be a useful method to predict future academic performance.

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