Using truncated lectures, conceptual exercises, and manipulatives to improve learning in the neuroanatomy classroom

Functional Neuroanatomy is a course designed to help students learn the function and anatomy of the human nervous system. Historically, students have had difficulty with the spinal tract curricular unit and frequently resorted to memorization to “learn” the material. They performed poorly on exams and failed to demonstrate competence in the functional application of their knowledge. In an effort to improve learning and promote critical thinking in this course, the instructor revised the curriculum to include 1) shorter, less detailed lectures; 2) a set of practice problems that presented the spinal tracts in an applied context; and 3) a manipulative, which was composed of a magnetic bulletin board and a kit of magnets representing structures of the nervous system. Student learning, as assessed by summative exams, improved under the revised curriculum. Scores on knowledge, analytical, and synthesis questions were significantly higher than scores from previous classes using the traditional lecture curriculum ( P < 0.05). This curricular protocol could potentially be applied to other topics where students resort to memorization and fail to comprehend concepts and processes.

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Critical Thinking and Strategy for Hospital Information Construction: what can we learn from Human Nervous System?

10.1109/bibm52615.2021.9669674 ◽

2021 ◽

Author(s):

Xinglu Dong ◽

Huanhuan Fan ◽

Xinxing Lai ◽

Kegang Cao

Keyword(s):

Nervous System ◽

Critical Thinking ◽

Information Construction ◽

Human Nervous System

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‘The Opium-Eater Boasteth Himself to be a Philosopher’: Bodily Subjection and Intellectual Self-fashioning in De Quincey's 1821 ‘Confessions’

Romanticism ◽

10.3366/rom.2021.0518 ◽

2021 ◽

Vol 27 (3) ◽

pp. 237-249

Author(s):

Daniel S. Roberts

Keyword(s):

Nervous System ◽

Critical Thinking ◽

Intellectual Development ◽

Medical Discourse ◽

Self Presentation ◽

Embodied Mind ◽

Human Nervous System ◽

Physiological Theory

De Quincey's assertion in the 1821 ‘Confessions’ that the effects of opium were ‘always, and in the highest degree, to excite and stimulate the system’, establishes him in contemporary medical discourse as a follower of Brunonianism. Yet, against this indubitably pharmacological and bodily strain, the ‘Confessions’ also insists upon an intellectual aspect to the opium-eater's dreaming, his ability to dream imaginatively. This essay seeks to relate these discursive tensions in De Quincey, rooted in Enlightenment ideas of the human nervous system held in equilibrium, to his self-presentation as an addict and a philosopher in his autobiographical writings, and to his critical thinking. As I argue, the physiological theory of Brunonianism in the ‘Confessions’ is complemented by an equal emphasis on moral and intellectual development embedded in the ideas of Hartleian psychology which provide a balancing view of body and (embodied) mind in De Quincey's thinking.

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Collaborative Learning in the Speech-Language Pathology and Audiology Classroom

Perspectives on Issues in Higher Education ◽

10.1044/ihe11.1.9 ◽

2008 ◽

Vol 11 (1) ◽

pp. 9-11 ◽

Cited By ~ 2

Author(s):

Carolyn S. Potts ◽

Sarah M. Ginsberg

Keyword(s):

Collaborative Learning ◽

Student Retention ◽

Student Learning ◽

Student Learning Outcomes ◽

Retention Rates ◽

Speech Language Pathology ◽

Traditional Lecture ◽

Language Pathology ◽

Improve Student Learning

Abstract In recent years, colleges and universities across the country have been called upon to increase the quality of education provided and to improve student retention rates. In response to this challenge, many faculty are exploring alternatives to the traditional “lecture-centered” approach of higher education in an attempt to increase student learning and satisfaction. Collaborative learning is one method of teaching, which has been demonstrated to improve student learning outcomes.

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ANALISIS HUBUNGAN HASIL BELAJAR DENGAN KETERAMPILAN BERPIKIR KRITIS PADA MATERI HIDROLISIS GARAM.

Konfigurasi Jurnal Pendidikan Kimia dan Terapan ◽

10.24014/konfigurasi.v3i2.7622 ◽

2019 ◽

Vol 3 (2) ◽

pp. 93

Author(s):

Neti Afrianis

Keyword(s):

Critical Thinking ◽

Student Learning ◽

Learning Outcomes ◽

Student Learning Outcomes ◽

Thinking Skills ◽

Critical Thinking Skills ◽

Correlation And Regression Analysis ◽

Skills Learning ◽

Relationship Of ◽

The Relationship

Critical thinking skills is a very important aspect that students must have in learning chemistry, especially in solving problems that require deeper alternative solutions. This research aims to analyze the relationship of critical thinking on student learning outcomes on salt hydrolysis material. In this research, there were 48 students sampled, the technique used for sampling was purposive sampling. For data analysis in this research using correlation and regression tests with a probability value of 0.05. From the results of the linearity and correlation tests found that students 'critical thinking skills have a relationship with student learning outcomes on salt hydrolysis material by 0.599 and the regression results also show the same thing that there is a significant relationship between students' critical thinking skills with learning outcomes on salt hydrolysis material that is seen from the comparison of the significance value (0,000) with a probability value (0.05), (0,000 <0.05) means that there is a positive relationship between critical thinking skills with student learning outcomes on salt hydrolysis material in SMAN 1 Kampar. The contribution or contribution of students' critical thinking skills to learning outcomes in the hydrolysis material is 35.9% while the remaining 64.1% is influenced by other factors. The higher the level of critical thinking skills of students, the greater the significant functional relationship to learning outcomes, and also the greater contribution / contribution of critical thinking skills to student learning outcomes.Keywords : Critical thinking skills, learning outcomes, correlation and regression analysis, salt hydrolysis

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Diseases and Malignant Neoplasms of Central Human Nervous System in Cyprus and the Effect of Predisposing Factors of Tobacco and Air Pollution

The International Annals of Medicine ◽

10.24087/iam.2018.2.7.549 ◽

2018 ◽

Vol 2 (7) ◽

Author(s):

Andrew Rethemiotakis ◽

Irene Rethemiotaki

Keyword(s):

Air Pollution ◽

Nervous System ◽

Predisposing Factors ◽

Malignant Neoplasms ◽

Human Nervous System

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Aconitine Neurotoxicity According to Administration Methods

Journal of Clinical Medicine ◽

10.3390/jcm10102149 ◽

2021 ◽

Vol 10 (10) ◽

pp. 2149

Author(s):

Ji Yeon Chung ◽

Seung Jae Lee ◽

Hyuck Jin Lee ◽

Jeong Bin Bong ◽

Chan-Hyuk Lee ◽

...

Keyword(s):

Nervous System ◽

Pain Control ◽

Associated Factors ◽

Clinical Characteristics ◽

Processing Method ◽

Neurological Symptoms ◽

Administration Method ◽

Accompanying Symptoms ◽

Administration Methods ◽

Human Nervous System

We evaluated the toxic effects of aconitine on the human nervous system and its associated factors, and the general clinical characteristics of patients who visited the emergency room due to aconitine intoxication between 2008 and 2017. We also analyzed the differences related to aconitine processing and administration methods (oral pill, boiled in water, and alcohol-soaked), and the clinical characteristics of consciousness deterioration and neurological symptoms. Of the 41 patients who visited the hospital due to aconitine intoxication, 23 (56.1%) were female, and most were older. Aconitine was mainly used for pain control (28 patients, 68.3%) and taken as oral pills (19 patients, 46%). The patients showed a single symptom or a combination of symptoms; neurological symptoms were the most common (21 patients). All patients who took aconitine after processing with alcohol showed neurological symptoms and a higher prevalence of consciousness deterioration. Neurological symptoms occurred most frequently in patients with aconitine intoxication. Although aconitine intoxication presents with various symptoms, its prognosis may vary with the processing method and prevalence of consciousness deterioration during the early stages. Therefore, the administration method and accompanying symptoms should be comprehensively investigated in patients who have taken aconitine to facilitate prompt and effective treatment and better prognoses.

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An X-ray diffraction comparison of myelins from the human nervous system

The Journal of Comparative Neurology ◽

10.1002/cne.901770102 ◽

1978 ◽

Vol 177 (1) ◽

pp. 1-9 ◽

Cited By ~ 13

Author(s):

Ronald J. Chandross ◽

Richard S. Bear ◽

Royce L. Montgomery

Keyword(s):

Nervous System ◽

X Ray Diffraction ◽

X Ray ◽

Human Nervous System

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Trial-by-Trial Adaptation of Movements during Mental Practice under Force Field

Computational and Mathematical Methods in Medicine ◽

10.1155/2013/109497 ◽

2013 ◽

Vol 2013 ◽

pp. 1-11 ◽

Cited By ~ 1

Author(s):

Muhammad Nabeel Anwar ◽

Salman Hameed Khan

Keyword(s):

Nervous System ◽

Force Field ◽

Motor Imagery ◽

Internal Model ◽

Human Movement ◽

Mental Practice ◽

Higher Learning ◽

Reaching Movements ◽

Adaptive Compensation ◽

Human Nervous System

Human nervous system tries to minimize the effect of any external perturbing force by bringing modifications in the internal model. These modifications affect the subsequent motor commands generated by the nervous system. Adaptive compensation along with the appropriate modifications of internal model helps in reducing human movement errors. In the current study, we studied how motor imagery influences trial-to-trial learning in a robot-based adaptation task. Two groups of subjects performed reaching movements with or without motor imagery in a velocity-dependent force field. The results show that reaching movements performed with motor imagery have relatively a more focused generalization pattern and a higher learning rate in training direction.

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Writing Assignments with a Metacognitive Component Enhance Learning in a Large Introductory Biology Course

CBE—Life Sciences Education ◽

10.1187/cbe.13-05-0097 ◽

2014 ◽

Vol 13 (2) ◽

pp. 311-321 ◽

Cited By ~ 20

Author(s):

Michelle Mynlieff ◽

Anita L. Manogaran ◽

Martin St. Maurice ◽

Thomas J. Eddinger

Keyword(s):

Student Learning ◽

Introductory Biology ◽

Act Scores ◽

Writing Assignments ◽

Traditional Lecture ◽

Calibrated Peer Review ◽

Written Recall ◽

Introductory Biology Course ◽

Retention Of Knowledge ◽

Improve Student Learning

Writing assignments, including note taking and written recall, should enhance retention of knowledge, whereas analytical writing tasks with metacognitive aspects should enhance higher-order thinking. In this study, we assessed how certain writing-intensive “interventions,” such as written exam corrections and peer-reviewed writing assignments using Calibrated Peer Review and including a metacognitive component, improve student learning. We designed and tested the possible benefits of these approaches using control and experimental variables across and between our three-section introductory biology course. Based on assessment, students who corrected exam questions showed significant improvement on postexam assessment compared with their nonparticipating peers. Differences were also observed between students participating in written and discussion-based exercises. Students with low ACT scores benefited equally from written and discussion-based exam corrections, whereas students with midrange to high ACT scores benefited more from written than discussion-based exam corrections. Students scored higher on topics learned via peer-reviewed writing assignments relative to learning in an active classroom discussion or traditional lecture. However, students with low ACT scores (17–23) did not show the same benefit from peer-reviewed written essays as the other students. These changes offer significant student learning benefits with minimal additional effort by the instructors.

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