Human clay models versus cat dissection: how the similarity between the classroom and the exam affects student performance

2011 ◽  
Vol 35 (2) ◽  
pp. 227-236 ◽  
Author(s):  
John R. Waters ◽  
Peggy Van Meter ◽  
William Perrotti ◽  
Salvatore Drogo ◽  
Richard J. Cyr
Keyword(s):  
Treatment Group ◽  
Student Performance ◽  
Student Attitudes ◽  
Functional Anatomy ◽  
Higher Order ◽  
Human Anatomy ◽  
Muscular System ◽  
Treatment Groups ◽  
Student Preference ◽  
Undergraduate Laboratory

This study examined the effect of different anatomic representations on student learning in a human anatomy class studying the muscular system. Specifically, we examined the efficacy of using dissected cats (with and without handouts) compared with clay sculpting of human structures. Ten undergraduate laboratory sections were assigned to three treatment groups: cat dissection only, cat dissection with handouts, and human clay sculpting with handouts. Exams included higher-order questions that presented novel anatomic images and scenarios that the students did not practice in class. The higher-order anatomy exam questions varied the degree to which students in the different treatments had to transform the anatomic representation studied during laboratory activities to match the representation used in the exam questions. In this respect, exam questions manipulated the similarity between the surface features of the anatomic representations used in the classroom versus the exam. When identifying anatomic structures presented in a photograph or diagram, student performance improved significantly when transformation demands decreased, i.e., students in the human clay sculpting treatment group performed best on human anatomy questions and students in the cat dissection treatment group performed better on cat anatomy questions (independent of the use of handouts). There were similar, but nonsignificant, trends when students were asked functional anatomy questions presented in human and cat contexts. On survey questions designed to measure student attitudes about dissection versus nonanimal alternatives, students typically preferred the method used in their treatment group, suggesting that student preference is too fluid to factor into curricular decisions. When designing curricula, instructors must choose anatomic representations that support their course goals. Human representations are most effective when teaching the human muscular system.

Cat dissection vs. sculpting human structures in clay: an analysis of two approaches to undergraduate human anatomy laboratory education

2005 ◽  
Vol 29 (1) ◽  
pp. 27-34 ◽  
Author(s):  
John R. Waters ◽  
Peggy Van Meter ◽  
William Perrotti ◽  
Salvatore Drogo ◽  
Richard J. Cyr
Keyword(s):  
Treatment Group ◽  
Student Performance ◽  
Student Attitudes ◽  
Experimental Treatment ◽  
Human Anatomy ◽  
Control Group ◽  
Isolation And Identification ◽  
Treatment Groups ◽  
Laboratory Education ◽  
Anatomy Laboratory

Many human anatomy courses are taught using cat dissection. Alternatives are available, but information regarding learning outcomes is incomplete. In 2003, ∼120 undergraduates enrolled in a human anatomy course were assigned to one of two treatment groups. In the control group, students performed cat dissections (emphasizing isolation and identification) of the muscular, digestive, and cardiovascular systems. In the experimental treatment group, students built clay sculptures of each human body system. Student learning was evaluated by using both low- and high-difficulty questions. On pre- and postexperiment control exams, there were no significant differences in student performance. On exams after a cat dissection vs. a human-clay sculpting experience, the students in the human-clay sculpting treatment group scored significantly higher than their classmates in the cat dissection group on both the low- and high-difficulty questions. Student attitudes toward dissection and taking future human anatomy courses were also measured. There were no differences in student attitudes at the beginning of the experiment; afterward, students exposed to a cat dissection experience viewed dissection more favorably than students in the human-clay sculpting treatment group. There were no treatment effects on student willingness to take future human anatomy courses. The experimental design makes it difficult to conclude precisely why students assigned to the human-clay sculpting experience performed better on exams, but as each method was performed in this particular human anatomy course, our data indicate that human-clay sculpting may be a viable alternative to cat dissection in an anatomy course in which the students focus on human anatomy.

scholarly journals The VIRI (Virtual, Interactive, Real-Time, Instructor-Led) Classroom: The Impact of Blended Synchronous Online Courses on Student Performance, Engagement, and Satisfaction

2013 ◽  
Vol 43 (3) ◽  
pp. 78-91
Author(s):  
Anthony Francescucci ◽  
Mary Foster
Keyword(s):  
Student Engagement ◽  
Treatment Group ◽  
Real Time ◽  
Student Performance ◽  
Control Group ◽  
Treatment Groups ◽  
Course Offerings ◽  
The Impact ◽  
Blended Course ◽  
Virtual Interactive

Previous research on blended course offerings focuses on the addition of asynchronous online content to an existing course. While some explore synchronous communication, few control for differences between treatment groups. This study investigates the impact of teaching a blended course, using a virtual, interactive, real-time, instructor-led (VIRI) classroom, on student engagement, performance, and satisfaction. We use an experimental design with both a control group and a treatment group. Up to 90 students in a large urban university are randomly assigned by the registrar into two sections of an introductory marketing course. Using a pre- and post-semester questionnaire, the study measures student engagement, performance, and satisfaction. There are no statistical differences in student performance between the control and treatment groups. The only student engagement factor with a statistically significant difference between groups is student interest in their courses. Compared with the control group, the treatment group appears to be more interested (+10%) in their courses at the end of the semester. Finally, fewer than 2 in 10 students express dissatisfaction with their participation in a VIRI course. Blended course offerings are increasing in importance in marketing and business education. The study provides guidance for fine-tuning the features of those course offerings by demonstrating how a VIRI classroom leverages the capabilities of technology without compromising learning outcomes.  

scholarly journals The Role of Language in Anatomy and Physiology Instruction

2017 ◽  
Vol 79 (3) ◽  
pp. 184-190
Author(s):  
Angela M. Chapman ◽  
Hsuying C. Ward ◽  
Ashwini Tiwari ◽  
Amy Weimer ◽  
Jaime B. Duran ◽  
...  
Keyword(s):  
Treatment Group ◽  
Test Scores ◽  
Student Attitudes ◽  
Brain Structures ◽  
South Texas ◽  
Control Group ◽  
Bilingual Learners ◽  
Treatment Groups ◽  
Anatomy And Physiology ◽  
Main Effects

Research indicates that student learning of science, student attitudes toward science, and their motivation to learn science and pursue science-related careers is related to classroom instruction. This study examined anatomy and physiology (A&P) classes in a south Texas high school where 97 percent of students are Hispanic bilingual learners. Classes were assigned to control or treatment groups, with the treatment group receiving instruction designed to help students develop a deeper understanding of anatomy vocabulary related to brain structures by making connections to these words in everyday life as well as to their understanding of Spanish. Main effects between group and test scores were significant, with the control group reporting higher test scores than the treatment group. We attribute this finding to a bleed-over of the treatment group instructional design to the control group. In addition, significant differences in mean and median scores were observed with respect to intrinsic motivation and self-efficacy. The statistically significant increases in learning for both groups suggests the activity-, problem-, and project-based (APB) curriculum has the potential to be an effective type of instruction, especially for bilingual learners.

Evaluation of unconventional poultry feed in broilers

2019 ◽  
Vol 17 (1) ◽  
Keyword(s):  
Body Weight ◽  
Treatment Group ◽  
Blood Meal ◽  
Feed Consumption ◽  
Trial Period ◽  
Feed Ingredients ◽  
Treatment Groups ◽  
Broiler Production ◽  
Group I ◽  
Unconventional Feed

Background: Commercial broiler is a rapidly growing sector in Bangladesh. The broilers are supplied with the balanced ration prepared from a number of ingredients which are not available uniformly throughout the years. On the other hands, manufactured feeds are costly and inconvenient for the rural farmers. This study is undertaken to use unconventional feed ingredients aiming to decrease the broiler production cost. Method: A total of ninety-nine day- old broiler chicks (Hubbard) of either sex were used in this study in 3 treatment groups to assess processed unconventional feed item (shoti, blood meal, poultry dropping and molasses) on growth and profitability upon rearing for 60 days. Broilers were reared in dip litter system and were fed ad libitum on conventional and unconventional diet dividing into 3 treatment diets namely, treatment diet 1 (T1: Conventional as control), treatment diet 2 (T2: unconventional with blood meal and shoti), and treatment diet 3 (T3: unconventional with blood meal, shoti, poultry droppings and molasses) throughout the trial period. Treatment group 1 (T1) was used as control. Results: Broilers fed on control diet (conventional feed) achieved higher (P<0.01) body weight, while the broilers offered diets with the highest amount of unconventional feed had the lowest body weight. Increased (P<0.01) feed intake was observed during 21days and 49 days of age when broilers fed diets with the supplementation, but no significant differences were found among the groups in terms of feed consumption during 33 day of age. FCR differed significantly (P<.01) throughout the trial period with the broilers fed diets without supplementation of unconventional feed item had the superior FCR than the others. Mortality rate was 6.06%,9.09%, and 9.09% in treatment group I, treatment group II, and treatment group III respectively while live weights, feed conversion and feed consumption was unaffected by all the dietary groups with/without incorporation of unconventional feed item up to day 60 days of age. Statistically significant (P<0.01) decreased live weight was observed among the treatment groups in 60-day-old birds. Productivity and cost-benefit analysis were performed. Conclusion: Use of unconventional feed ingredients in broiler production greatly reduces the feed cost with little hampering the growth rate and hence, it is profitable for the farmers.

TERATOGENIK EKSTRAK ETANOL UWI BANGGAI UNGU (Dioscorea alata L.) PADA MENCIT BETINA (Mus musculus)

2020 ◽  
Vol 5 (2) ◽  
pp. 309-318
Author(s):  
Ihwan Ihwan ◽  
◽  
Rahmatia Rahmatia ◽  
Khildah Khaerati ◽  
Keyword(s):  
Treatment Group ◽  
Embryo Development ◽  
Mus Musculus ◽  
Birth Defect ◽  
Abnormal Development ◽  
Dioscorea Alata ◽  
Treatment Groups ◽  
Study Results ◽  
Pregnant Mice ◽  
Ethanol Extracts

Teratogenic is an abnormal development on embryo and is the cause of congenital defect or birth defect. This study aims to determine the effect of the addition of Dioscorea alata L. ethanol extracts to the embryo development on pregnant mice whose given orally to 24 mice which divided to 4 treatment groups, they are the normal group (NG) with NaCMC 0.5%; 28 mg/KgBB treatment group; 35 mg/KgBB; 42 mg/Kg BB. The addition of Dioscorea alata L ethanol extracts was done on the sixth day until the 15th day of pregnancy. On the 18th day of pregnancy, Laparaktomi was done to the pregnant mice and the embryo was taken out of the uterus. The observation was done to the fetus numbers, weight weighing of the fetus's body, dan length measurement of the fetus's body. Another observation is the observation of the external organ defect of the embryo. The study results that the addition of Dioscorea alata L ethanol extracts with various doses have no significant effect (P>0.5) to the mice external fetus development. On the examination of the fetus, we can conclude that Dioscorea alata L ethanol extracts don’t give any effect that may cause the defect of the fetus’ external organ.

scholarly journals Differences in the Effectiveness of Long-Acting Injection and Orally Administered Antipsychotics in Reducing Rehospitalization among Patients with Schizophrenia Receiving Home Care Services

2019 ◽  
Vol 8 (6) ◽  
pp. 823
Author(s):  
Hsiao-Fen Hsu ◽  
Chia-Chan Kao ◽  
Ti Lu ◽  
Jeremy C. Ying ◽  
Sheng-Yu Lee
Keyword(s):  
Treatment Group ◽  
Home Care ◽  
Second Generation ◽  
Home Care Services ◽  
Rehospitalization Rate ◽  
Treatment Groups ◽  
Psychiatric Rehospitalization ◽  
Care Services ◽  
Long Acting

The current study explored the differences in the effectiveness of first and second generation long-acting injections and orally administered antipsychotics in reducing the rehospitalization rate among patients with schizophrenia receiving home care services in a medical center in Southern Taiwan. Longitudinal data between 1 January 2006, and 31 December 2015, were collected retrospectively. Patients were classified into three treatment groups: First generation antipsychotic (FGA) long-acting injection (LAI), second generation antipsychotic long-acting injection (SGA) (LAI), and oral antipsychotics. The primary outcomes were the rehospitalization rate and the follow-up time (duration of receiving home care services) until psychiatric rehospitalization. A total of 78 patients with schizophrenia were recruited. The average observation time was about 40 months. The oral treatment group tended to be older with a higher number of female patients and a lower level of education. The FGA treatment group tended to have a higher frequency and duration of hospitalization before receiving home care services. We found no significant differences in the follow-up time or psychiatric rehospitalization rate after receiving home care services among the three treatment groups. We propose that oral and LAI antipsychotics were equally effective when patients received home care services. Our results can serve as a reference for the choice of treatment for patients with schizophrenia in a home care program.

Effects of Buserelin on day of service or 12 days post service on farrowing rate and litter size to first service in outdoor sows and gilts

1999 ◽  
Vol 1999 ◽  
pp. 176-176
Author(s):  
A.R. Peters ◽  
L.A. Dwyer ◽  
A. Dawson ◽  
P.A. Canham ◽  
J.D. Mackinnon
Keyword(s):  
Treatment Group ◽  
Litter Size ◽  
East Anglia ◽  
Treatment Groups ◽  
Prolonged Weaning ◽  
Breeding Herd ◽  
Commercial Breeding ◽  
Buserelin Treatment ◽  
Seasonal Infertility ◽  
Farrowing Rate

The problem of seasonal infertility in pigs has been recognised for many years. The infertility complex can may be manifested by increased returns to service, prolonged weaning to oestrus intervals and decreased litter size. The purpose of this trial was to evaluate the effects of Buserelin treatment on fertility in sows and gilts during the seasonally infertile period.A total of 1231 mixed parity sows and gilts from five outdoor herds in East Anglia were randomly assigned to one of three treatment groups. Any sows not presented for service at first post weaning oestrus were excluded. All sows and gilts judged to be in adequate health and condition to be kept in a commercial breeding herd were included. Group C sows and gilts were given no treatment. Group R1 sows and gilts were injected i.m. with 8μg Buserelin (2.0ml Receptal; Hoechst Roussel Vet UK Ltd) on the day of service.

Reproductive performance of group-synchronized Merino d'Arles and Romanov crossbred ewes. 1. A note on the effects of lactation on fecundity

1977 ◽  
Vol 24 (1) ◽  
pp. 113-116 ◽  
Author(s):  
F. J. Galindez ◽  
M. Prud'hon ◽  
G. Reboul
Keyword(s):  
Treatment Group ◽  
Reproductive Performance ◽  
The Other ◽  
Fertility Level ◽  
Homogeneous Groups ◽  
Treatment Groups ◽  
Significant Superiority

SUMMARYFifty-six Merino d'Aries and 56 Romanov × Merino crossbred lactating ewes were divided into two treatment groups, one (T1) with a ewe-to-ram ratio of 48: 1 (24 Merino and 24 crossbred) and the other (T2) of 64: 1 (32 Merino and 32 crossbred).Intravaginal sponges with 40 mg FGA (Searle) were inserted in two subgroups at 8-day intervals and withdrawn after 12 and 16 days in situ, in four equal groups at 4-day intervals. A dose of 400 IU pregnant mare's serum gonadotrophin (PMSG) was applied at sponge withdrawal.Fertility after two oestrous cycles was equally satisfactory in both treatments, though it was lower in treatment group T2. This could be due to the significantly low (P<0·01) number of Merino ewes raddled by the T2 ram (0·33 Merino against 0·92 crossbred) suggesting preferential behaviour by the ram in this treatment.Comparisons between breeds show a slight superiority in the fertility of crossbred ewes and a highly significant superiority in prolificacy These results suggest that using the described method, 2% of rams seems more than adequate to mate with progestagen-synchronized ewes with a satisfactory fertility level. It is, however, recommended to use homogeneous groups of ewes.

Peer learning as a tool to strengthen math skills in introductory chemistry laboratories

2018 ◽  
Vol 19 (1) ◽  
pp. 319-330 ◽  
Author(s):  
Melissa C. Srougi ◽  
Heather B. Miller
Keyword(s):  
Student Performance ◽  
Attitude Change ◽  
Student Attitudes ◽  
Peer Learning ◽  
Introductory Chemistry ◽  
Math Skills ◽  
Attrition Rates ◽  
Math Ability ◽  
Chemistry Laboratories ◽  
Main Ideas

Math skills vary greatly among students enrolled in introductory chemistry courses. Students with weak math skills (algebra and below) tend to perform poorly in introductory chemistry courses, which is correlated with increased attrition rates. Previous research has shown that retention of main ideas in a peer learning environment is greater when partners have dissimilar abilities. Therefore, in an effort to improve student learning outcomes, we implemented peer learning interventions in our introductory chemistry laboratories to determine if math skills were enhanced when partners differed in math ability. Student performance and attitudes were analyzed in laboratory sections consisting of instructor-assigned partners who differed in math ability, compared to sections where students self-selected a partner. Students who were assigned math partners of different ability showed an 8% improvement in chemistry math concepts compared to no improvement among those who self-selected a partner, as assessed using pre- and post-math tests. Mathematical learning gains were particularly large (16%) for those students in the 50th percentile of math performance. Students also reported a significantly more positive attitude change about working with others compared to students who self-selected a partner. In addition, assigned students demonstrated a more positive shift in self-concepts such as chemistry knowledge and laboratory skills. This study illustrates that peer learning can serve as a useful and easy-to-implement tool to strengthen math skills and improve student attitudes in introductory chemistry laboratories.

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