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Student preference for course approach to pedagogically different methodologies in anatomy and physiology
Jessica A Adams1, Bryan M Dewsbury2
1Biology Department, University of Rhode Island, Kingston, Rhode Island.
Undergraduate students prefer integrated anatomy and physiology (A&P) courses over separate human anatomy and human physiology classes. This preference stems from the integrated approach facilitating better understanding and knowledge retention.
Area of Science:
- Anatomy and Physiology Education
- Undergraduate Pedagogy
Background:
- Introductory anatomy and physiology (A&P) courses lack a standardized teaching approach, with options including discipline-specific or integrated sequences.
- Student preferences for learning environments can impact academic achievement and satisfaction.
Purpose of the Study:
- To determine undergraduate students' preferred instructional approach for introductory A&P courses.
- To identify the reasons behind student preferences for either discipline-specific or integrated A&P course formats.
Main Methods:
- A qualitative analysis was conducted using survey data from undergraduate students enrolled in various introductory A&P courses.
- Students were asked about their preferences for discipline-specific versus integrated A&P course structures.
Main Results:
- The majority of students favored an integrated A&P course approach over a discipline-specific sequence.
- Key reasons cited for this preference include "building on prior knowledge," perceived ease, and enhanced understanding.
Conclusions:
- Findings suggest a student preference for integrated anatomy and physiology (A&P) courses.
- These results offer valuable insights for informing course design and curriculum development in A&P education.
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