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Incision Precision: Engaging Students during Dissection Labs.

Azure N Faucette1

  • 1Department of Biological Sciences, The City University of New York, Kingsborough Community College, Brooklyn, New York, USA.

Journal of Microbiology & Biology Education
|August 24, 2023
PubMed
Summary
This summary is machine-generated.

Incision Precision, a gamified card game, enhances Anatomy and Physiology labs by connecting lecture material to dissections. This active learning tool boosts student engagement and participation, even for those hesitant about dissection activities.

Keywords:
Anatomy and Physiology labcard gamedissection

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Area of Science:

  • Biology Education
  • Anatomy and Physiology
  • Gamification in Education

Background:

  • Traditional Anatomy and Physiology labs often lack student engagement, critical thinking, and problem-solving opportunities.
  • Dissection activities can cause frustration and ethical concerns for some students, hindering their learning experience.
  • Active learning strategies like gamification can improve teamwork and decision-making in science education.

Purpose of the Study:

  • To introduce a gamified card game, Incision Precision, to enhance student engagement in Anatomy and Physiology dissection labs.
  • To bridge the gap between lecture-based information and hands-on dissection by connecting anatomical and physiological concepts to physical structures.
  • To address student hesitation and negative opinions associated with specimen dissection.

Main Methods:

  • Developed Incision Precision, a card game with mechanics similar to Taboo and Operation, featuring anatomical and physiological descriptions.
  • Implemented the game in undergraduate Anatomy and Physiology laboratory settings with groups of 3-4 students.
  • Students drew cards and identified organs on dissected specimens based on provided descriptions, fostering active participation.

Main Results:

  • Incision Precision significantly increased participation from all group members during dissection activities.
  • The game proved effective for students experiencing negative feelings or hesitation towards dissecting specimens.
  • Positive student feedback led to the adaptation of Incision Precision for system-specific organ dissections.

Conclusions:

  • Gamified learning tools like Incision Precision can effectively improve student engagement and learning outcomes in Anatomy and Physiology labs.
  • Incision Precision provides a valuable alternative or supplement to traditional dissection methods, addressing common student barriers.
  • The game's adaptability suggests its potential for broad application across various levels of anatomy education.