Efficacy of Student‐Directed Learning in a Gross Anatomy Course for Undergraduate and Graduate Students

This study aimed to explore influential personal factors that could affect graduate students’ academic persistence. Data were collected with an online questionnaire and one-on-one interviews. The findings indicated that graduate students had integrated into the academic environment and established a positive relationship with advisors and program coordinators. Participants have limited social interactions with classmates. This factor decreased the importance of social integration on persistence. Data indicated that participants’ self-directed learning readiness was moderately high. This study suggests that these three personal factors are intertwined in influencing graduate students’ decision to persist in the academic programs.

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Effect of didactically qualified student tutors on their tutees’ academic performance and tutor evaluation in the gross anatomy course

Annals of Anatomy - Anatomischer Anzeiger ◽

10.1016/j.aanat.2016.05.008 ◽

2016 ◽

Vol 208 ◽

pp. 170-178 ◽

Cited By ~ 9

Author(s):

A. Horneffer ◽

U. Fassnacht ◽

W. Oechsner ◽

M. Huber-Lang ◽

T.M. Boeckers ◽

...

Keyword(s):

Academic Performance ◽

Gross Anatomy ◽

Gross Anatomy Course

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Some Creativity and Style of Learning and Thinking Correlates of Guglielmino's Self-Directed Learning Readiness Scale

Psychological Reports ◽

10.2466/pr0.1978.43.3f.1167 ◽

1978 ◽

Vol 43 (3_suppl) ◽

pp. 1167-1171 ◽

Cited By ~ 27

Author(s):

E Paul Torrance ◽

Salah Mourad

Keyword(s):

Graduate Students ◽

Construct Validity ◽

Exploratory Study ◽

Self Directed Learning ◽

Learning Readiness ◽

Test Product ◽

Significant Relationships ◽

Scale Scores ◽

Directed Learning ◽

The Right

In an exploratory study of the construct validity of Guglielmino's Self-directed Learning Readiness Scale, 41 graduate students in education were administered the following criterion measures: Sounds and Images (Originality), Thinking Creatively About the Future (Fluency and Originality), Schaefer's Simile Test (Originality), Templeton's Photoanalogies Test, Gershon and Guilford's Possible Jobs test, Khatena and Torrance's What Kind of Person Are You? and Something About Myself, and Torrance's Style of Learning and Thinking test, Product-moment coefficients of correlation between the total Self-directed Learning Readiness Scale scores and the criterion measures supported the construct validity of the Self-directed Learning Readiness Scale with statistically significant relationships for all three of the originality measures ( rs = .52, .38, and .52), the measure of ability to produce analogies ( r = .48), creative achievements and experiences ( r = .71), and the right and left hemisphere styles of learning ( rs = .43 and —.34, respectively).

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Impact of Anatomy Boot Camp on Students in a Medical Gross Anatomy Course

Anatomical Sciences Education ◽

10.1002/ase.1653 ◽

2016 ◽

Vol 10 (3) ◽

pp. 215-223 ◽

Cited By ~ 8

Author(s):

Patrick J. Herling ◽

B. Tanya Mohseni ◽

Derek C. Hill ◽

Stacy Chelf ◽

Jeffrey A. Rickert ◽

...

Keyword(s):

Gross Anatomy ◽

Boot Camp ◽

Gross Anatomy Course

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Detached concern and death anxiety of first-year medical students: Before and after the gross anatomy course

Clinical Anatomy ◽

10.1002/(sici)1098-2353(1997)10:3<201::aid-ca5>3.0.co;2-w ◽

1997 ◽

Vol 10 (3) ◽

pp. 201-207 ◽

Cited By ~ 57

Author(s):

George E. Dickinson ◽

Carol J. Lancaster ◽

Idee C. Winfield ◽

Eleanor F. Reece ◽

Christopher A. Colthorpe

Keyword(s):

Medical Students ◽

Death Anxiety ◽

Gross Anatomy ◽

First Year ◽

Before And After ◽

Detached Concern ◽

Gross Anatomy Course ◽

First Year Medical Students

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Q Methodology Course Evaluation: Investigating Student Perceptions of a Dissection‐Based Undergraduate Gross Anatomy Course

The FASEB Journal ◽

10.1096/fasebj.2019.33.1_supplement.604.8 ◽

2019 ◽

Vol 33 (S1) ◽

Author(s):

Jessica N. Byram ◽

Jason M. Organ ◽

Michael Yard ◽

Naomi A. Schmalz

Keyword(s):

Student Perceptions ◽

Q Methodology ◽

Gross Anatomy ◽

Course Evaluation ◽

Gross Anatomy Course

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Physical therapy students’ perceptions of team-based learning in gross anatomy using the Team-Based Learning Student Assessment Instrument

Journal of Educational Evaluation for Health Professions ◽

10.3352/jeehp.2014.11.1 ◽

2014 ◽

Vol 11 ◽

pp. 1 ◽

Cited By ~ 20

Author(s):

Beven Livingston ◽

Mary Lundy ◽

Shana Harrington

Keyword(s):

Academic Performance ◽

Physical Therapy ◽

Student Assessment ◽

Gross Anatomy ◽

Assessment Instrument ◽

Physical Therapy Students ◽

Positive Experience ◽

Team Based Learning ◽

Gross Anatomy Course ◽

Successful Academic

Purpose: The objective of this study was to assess physical therapy student perceptions of team-based learning (TBL) in a graduate level gross anatomy course using the TBL Student Assessment Instrument (TBL-SAI). Methods: The TBL-SAI was administered to 85 Doctor of Physical Therapy (DPT) students, comprising three cohorts (classes of 2013, 2014 and 2015), who successfully completed a gross anatomy course where TBL was implemented. The TBL-SAI surveys 33 items, each rated from one (strongly disagree) to five (strongly agree) and measures three subscales: Students' Perceptions of Accountability, Preference for Lecture or TBL, and Student Satisfaction. Results: The means for each subscale and the total TBL-SAI score for each cohort fell above the neutral score. The 2015 group (mean = 37.97, 95% CI [35.67, 40.26]) reported significantly higher satisfaction than that of the 2013 group (mean = 32.71, 95% CI [30.31, 35.05]) and the 2014 group (mean = 33.11, 95% CI [30.69, 35.53]). The 2015 group (mean = 125.3, 95% CI [120.6, 130.3]) also had a significantly higher total score than that of the 2013 group (mean = 115.6, 95% CI [110.5, 120.5]).Conclusion: The physical therapy students reported an overall positive experience in using TBL to learn gross anatomy in terms of accountability, preference for learning mode, and satisfaction. This positive experience with TBL was accompanied by their successful academic performance. Given the traits and learning preferences in this generation of graduate students, TBL could be a teaching method that is received positively elsewhere and results in successful academic performance and learning.

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