Using a Cyclical Diagram to Visualize the Events of the Ovulatory Menstrual Cycle

2014 ◽  
Vol 76 (1) ◽  
pp. 12-16
Author(s):  
Ivan Shun Ho ◽  
Navneet K. Parmar
Keyword(s):  
Critical Thinking ◽  
Menstrual Cycle ◽  
Cycle Time ◽  
Follicular Development ◽  
Human Anatomy ◽  
Hormone Levels ◽  
Anatomy And Physiology ◽  
The Past ◽  
Human Anatomy And Physiology ◽  
Self Learning

Over the past 10 years, college textbooks in human anatomy and physiology have typically presented the events of the ovulatory menstrual cycle in a linear format, with time in days shown on the x-axis, and hormone levels, follicular development, and uterine lining on the y-axis. In addition, the various events are often shown over a 28-day cycle, when they can take place over 21–35 days and may not be regular at all. Here, we propose a circular diagram that is independent of a set cycle time and readily shows the cyclic nature of the events. This diagram can be presented sequentially in organized layers, and additional complexity can be added. In addition, we present questions here that can promote self-learning before and critical thinking after the discussion of the cycle to enhance understanding of the physiological events.

The Use of Study Partner in the Manifestation of Science and Language Skills

2014 ◽  
Vol 10 (1) ◽  
Author(s):  
BERNARDO C. LUNAR
Keyword(s):  
Critical Thinking ◽  
Significant Contribution ◽  
Language Skills ◽  
Writing Skills ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Human Anatomy ◽  
Anatomy And Physiology ◽  
Human Anatomy And Physiology ◽  
Study Partner

A Study Guide was tailored to the students of De La Salle and was used as Study Partner. This employs the inquiry- based instruction through the 5 E’s of science lesson: Engage, Explore, Explain, Extend and Evaluate. The descriptive method of research was used in the study to determine the efficacy of the useof Study Partner in the manifestation of science and language skills among the respondents and its relationship to the grade of the students. Results showed that the use of the Study Partner in Human Anatomy and Physiology had been contributory to the enhancement of the language and science skills of the students. The use of the Study Partner had developed a process, reasoning and the critical thinking skills of the students as well as the reading and writing skills. A significant contribution is in the development of the critical thinking skills in science and the reading and writing skills in the language area. The process skills and the critical thinking skills developed were also found to have significant contribution to the final grade of the students in Human Anatomy and Physiology. Keywords - Education, efficacy, science skills, language skills, study guide, study partnerdescriptive design, De La Salle Lipa, Philippines

scholarly journals Developing digital multimedia of human anatomy and physiology material based on STEM education

2019 ◽  
Vol 5 (3) ◽  
Author(s):  
Nuril Hidayati ◽  
Farizha Irmawati
Keyword(s):  
Critical Thinking ◽  
Qualitative Data ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Human Anatomy ◽  
Test Results ◽  
Anatomy And Physiology ◽  
Human Anatomy And Physiology ◽  
The Media ◽  
And Mathematics

The development of multimedia based on science, technology, engineering, and mathematics (STEM) to empower students critical thinking skills has not been optimally carried out. The purpose of this research was to develop multimedia of human anatomy and physiology material based on STEM which improve students’ critical thinking skills. This research and development (R&D) used 4D Thiagarajan development model which consisted of define, design, develop, and disseminate. The instruments used were interview guidelines, observation sheets, questionnaires, and test. The data obtained consisted of quantitative and qualitative data. The quantitative data was obtained from the test results and the assessments of respondents using a Likert scale, while the qualitative data in the form of experts recommendations. The results showed that the media developed were classified as valid with the scores were 96.89% (media aspects), 97.53% (usefulness), and 85.22% (readability). Furthermore, the prerequisite test results showed that the data are spread normally (p>0.05) and homogeneously (p>0.05) so that the ANACOVA test is continued. The ANACOVA test results showed that students' critical thinking skills taught with multimedia were significantly difference (sig <0.05).This study recommends the use of multimedia in learning human anatomy and physiology.

scholarly journals Inquiry Guided Learning Projects for the Development of Critical Thinking in the College Classroom: a pilot study

2014 ◽  
Vol 7 (2) ◽  
pp. 112 ◽  
Author(s):  
Danielle C Bentley
Keyword(s):  
Critical Thinking ◽  
Information Search ◽  
Student Learning Outcomes ◽  
Human Anatomy ◽  
College Level ◽  
Anatomy And Physiology ◽  
Guided Learning ◽  
Human Anatomy And Physiology ◽  
Assessment Of Student Learning ◽  
Learning Projects

This paper describes the inaugural success of implementing Inquiry Guided Learning projects in a college-level human anatomy and physiology course. In this context, scientific inquiry was used as a means of developing skills required for critical thinking amoung students. The projects were designed using the Information Search Process (Kuhlthau, 1991) as a framework with emphasis placed on three of the six stages: question selection, scientific research, and presentation of results. The projects were quantitatively assessed using self-reported confidence ratings from a 10-point Likert scale. The projects were also qualitatively assessed using informal student feedback focusing on student suggestions for project improvement. Moving forward, the Inquiry Guided Learning projects will continue to be a formal course component, with the next stage of implementation to include a thorough assessment of student learning outcomes.

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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