Determinants of Student Success in Anatomy and Physiology: Do Prerequisite Courses Matter?

HAPS Educator ◽  
2016 ◽  
Vol 20 (2) ◽  
pp. 38-45
Author(s):  
Kerry Hull ◽  
Samuel Wilson ◽  
Rachel Hopp ◽  
Audra Schaefer ◽  
Jon Jackson
Keyword(s):  
Student Success ◽  
Anatomy And Physiology ◽  
Prerequisite Courses

Are your students ready for anatomy and physiology? Developing tools to identify students at risk for failure

2015 ◽  
Vol 39 (2) ◽  
pp. 108-115 ◽  
Author(s):  
Amy Gultice ◽  
Ann Witham ◽  
Robert Kallmeyer
Keyword(s):  
At Risk ◽  
Student Success ◽  
At Risk Students ◽  
Academic Preparation ◽  
Students At Risk ◽  
Science Courses ◽  
Biology Students ◽  
Anatomy And Physiology ◽  
Survey Results ◽  
Study Support

High failure rates in introductory college science courses, including anatomy and physiology, are common at institutions across the country, and determining the specific factors that contribute to this problem is challenging. To identify students at risk for failure in introductory physiology courses at our open-enrollment institution, an online pilot survey was administered to 200 biology students. The survey results revealed several predictive factors related to academic preparation and prompted a comprehensive analysis of college records of >2,000 biology students over a 5-yr period. Using these historical data, a model that was 91% successful in predicting student success in these courses was developed. The results of the present study support the use of surveys and similar models to identify at-risk students and to provide guidance in the development of evidence-based advising programs and pedagogies. This comprehensive approach may be a tangible step in improving student success for students from a wide variety of backgrounds in anatomy and physiology courses.

scholarly journals Tertiary Anatomy and Physiology, A Barrier for Student Success

2020 ◽  
Vol 9 (2) ◽  
pp. 289
Author(s):  
Julian Vitali ◽  
Conner Blackmore ◽  
Siavash Mortazavi ◽  
Ryan Anderton
Keyword(s):  
Student Success ◽  
Health Science ◽  
Failure Rates ◽  
Anatomy And Physiology

Anatomy and physiology courses are a foundation for numerous degrees, but experience some of the highest failure rates of all undergraduate health science programs (Higgins-Opitz & Tufts, 2014). While interventions have been developed in an attempt to remediate this concerning phenomenon, there is a paucity of evidence to determine the reason anatomy and physiology courses pose such an obstacle to students, and whether there are reliable early determinants for student success in these courses. This review will discuss why this obstacle exists, and the factors that contribute to success and failure in undergraduate anatomy and physiology courses. 

scholarly journals Nudging Students to Succeed in a Flipped Format Gateway Biology Course

2019 ◽  
Vol 2 (2) ◽  
pp. 57-69
Author(s):  
Goldie Libby Sherr ◽  
Shylaja Akkaraju ◽  
Seher Atamturktur
Keyword(s):  
Student Success ◽  
Student Performance ◽  
Flipped Classroom ◽  
Text Messages ◽  
Human Anatomy ◽  
Success Rates ◽  
Self Monitoring ◽  
Anatomy And Physiology ◽  
Beneficial Effects ◽  
Passing Rates

The intensive nature of gateway biology courses often results in poor student performance. This issue can be resolved with the usage of the flipped classroom method. Our application of this model to a human anatomy and physiology course increased the retention and passing rates. However, the beneficial effects of flipping a classroom can be substantially weakened due to student disposition. To target this, we used the flipped classroom model in conjunction with a series of nudges in the form of self-monitoring logs and reminder notifications. Students were responsible for tracking their attendance, punctuality, preparedness, and grades via a self-monitoring log that they had to complete each week. Reminder notifications were sent to students via text or email messages. While the flipped classroom method accompanied by both self-monitoring logs and reminder techniques can be a powerful learning model leading to higher student success rates, we found that consistent nudging via text messages appears to be pivotal in ensuring student success.    

scholarly journals Improving College Students' Success In Gateway Science Courses: Lessons Learned From An Anatomy And Physiology Workshop

2012 ◽  
Vol 3 (3) ◽  
pp. 159-168 ◽  
Author(s):  
Abass Abdullahi ◽  
Maureen Gannon
Keyword(s):  
Student Success ◽  
Lessons Learned ◽  
The Body ◽  
Student Body ◽  
Attrition Rates ◽  
Science Courses ◽  
Anatomy And Physiology ◽  
Post Test ◽  
Students Success ◽  
Better Than

In this study, we evaluated the effectiveness of a two-week pre-anatomy and physiology workshop intended to contribute to student success in anatomy and physiology. The study showed that workshop participants had significantly higher post-test scores, better study habits, and generally felt more confident or prepared for anatomy and physiology. The workshop participants also reported that they understood membrane transport the least and organization of the body the most, information that may be useful in anatomy and physiology curriculum development. Preliminary studies also show that students that participated in the workshop performed significantly better than the general student body, with lower attrition rates in anatomy and physiology.

Five Decades of Research Experience in Speech Anatomy and Physiology

2016 ◽  
Vol 1 (5) ◽  
pp. 4-12
Author(s):  
David P. Kuehn
Keyword(s):  
Ohio State University ◽  
State University ◽  
Research Experience ◽  
University Of Iowa ◽  
University Of Illinois ◽  
Anatomy And Physiology ◽  
The Ohio State University ◽  
Speech Science ◽  
The University ◽  
East Carolina University

This report highlights some of the major developments in the area of speech anatomy and physiology drawing from the author's own research experience during his years at the University of Iowa and the University of Illinois. He has benefited greatly from mentors including Professors James Curtis, Kenneth Moll, and Hughlett Morris at the University of Iowa and Professor Paul Lauterbur at the University of Illinois. Many colleagues have contributed to the author's work, especially Professors Jerald Moon at the University of Iowa, Bradley Sutton at the University of Illinois, Jamie Perry at East Carolina University, and Youkyung Bae at the Ohio State University. The strength of these researchers and their students bodes well for future advances in knowledge in this important area of speech science.

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