The primary purpose of this creative project was to demonstrate the need for, and the subsequent development of, an anatomy/physiology course model designed in concept and implemented with representative content so as to provide unique curricular and instructional advantages to community college based allied health career students.To accomplish this purpose, three objectives were achieved. They were:1. to ascertain the nature and form of anatomy/ physiology courses currently offered for students of allied health career programs in community colleges.2. to develop a curriculum model for an anatomy/ physiology course proposed to more appropriately meet institutional and student needs than courses currently offered in that basic science.3. to construct a valid evaluative instrument which could be used to assess the opinion of administrative heads of health career programs regarding the efficacy of the proposed curriculum.In order to achieve the first objective, fifty community colleges were randomly chosen for survey. These colleges represented a sample of all community colleges which hosted from four to twenty programs in nursing and allied health careers and which indicated full time student enrollments of from 2500 to 15,000. The types of allied health career programs and the form of anatomy/physiology offered by each college was determined by a study of selected college catalogs and national. directories. It was found that, in these colleges, there does exist a wide variety of curricular forms of anatomy/physiology taken by health career programs. Multi-curriculum forms were especially prevalent and where core courses did exist, theywere described in the catalogs of the colleges as a sequence of two interdependent courses.In order to demonstrate that an anatomy/physiology course could be developed which would provide not only commonalities in content but relativeness to the student's career interest area, this creative project formulated in concept and implemented with representative content a unique instructional design for anatomy/physiology which entailed the differentiation of course concepts through core and modular curricular forms. This technique of graded topic complexity was demonstrated within the project model at the total course, course topic and modular level of instruction. This was achieved by considering total course content as typically represented in anatomy/physiology texts and college catalog course descriptions and then differentiating that content into basic and advanced levels of comprehension. In addition to this content differentiation, behavioral objectives were also differentiated into basic and advanced levels for one suggested unit of instruction.Because innovative curriculum forms, when proposed by writers, often do not take into account the impact of their implementation upon students, faculty or administration, it was also an objective of this project to provide the design of an attitudinal scale which could serve as an evaluative instrument for institutional review of the curriculum. This scale was developed along the lines of a Likert type scale. Scale items were first validated through expert opinion and final items were derived after item analysis, employing a discriminatory power technique. While neither the scale nor the model curriculum itself was distributed to any real sample of individuals for assessment of opinion regarding the curriculum structure, facsimile data was introduced and a statistical technique utilized which demonstrated the manner in which significance of difference of opinion between two hypothetical groups could be determined.

Thesis (MPhil)-- Stellenbosch University, 2013. / ENGLISH ABSTRACT: Anatomy remains a foundational subject in the preclinical years of medical and other allied health sciences courses, with exceptionally large volumes of content, and a unique practical aspect: conducting cadaveric dissection and the use of pre-dissected cadaver specimens. The educational climate can be set by incorporating a suitable introduction to the subject, addressing academically and emotionally underprepared students before the formal commencement of the Anatomy curriculum. The literature does not mention what such an Introduction Module should entail. Quantitative means such as questionnaires have been used to evaluate the perceptions and the emotional and psychological influence of Anatomy. It is often assumed that through words meaning is conveyed, providing researchers with data that can be objectively interpreted. But questionnaires are rather pre-emptive of what students might say about what they experience, and the number of possible answers is restricted. The use of drawings might be an opportunity for the students to express their unmediated feelings; strong emotions could appear in the form of images instead of words, allowing students to experience rather than verbalize feelings especially with a limited vocabulary. Qualitative data analysis enables the researcher to get at complex layers of meaning, interprets human behaviour and experiences beyond the surface appearance, provides rich evidence of this behaviour and/or experiences and consequently builds theory inductively from the data source. The primary purpose of this study is to establish the feasibility of using drawings to explore how a diverse group of students from the University of Limpopo, Medunsa Campus, view Anatomy and what insights can be gained from these drawings to inform the Introduction Module. Students were asked to draw their perceptions of Anatomy after approximately 10 weeks of allocated contact time, which includes lectures as well as practical sessions. A total of 74% (134 out of 181) drawings were handed in. A matrix-type method of analysis based on existing literature was formulated to analyse the drawings. Three dimensions were identified for each of the drawings: “what” is illustrated, then “how” is the message conveyed or illustrated, and lastly, the “emotion” communicated through the drawing. The reliability was increased with two interpreters who analysed the drawings. Learning approaches, orientation on human life and death, the general emotional state of individuals influenced by Anatomy, their course of study, the influence of family and friends are some of the aspects that were depicted in the drawings. The rich data encountered through the drawings provided curriculum organisers with insights enabling them to implement necessary changes to the Introduction Module in order to improve student preparedness for what is to follow during the Anatomy curriculum. Further studies are recommended on how student drawings can be utilised to inform curricula and in other educational contexts. / AFRIKAANSE OPSOMMING: Anatomie bly 'n fundamentele vakgebied in die prekliniese jare van mediese en ander verwante gesondheidswetenskappe kursusse, met besonder groot volumes van die studieinhoud en 'n unieke praktiese aspek: die uitvoer van kadawer disseksie en die gebruik van voorafgedissekteerde kadawer monsters. Die opvoedkundige klimaat kan ingestel word deur 'n geskikte Inleiding Module tot die kurrikulum te voeg wat akademies en emosioneel swak voorbereide studente kan voorberei vir die formele Anatomie kurrikulum. Literatuur noem nie wat so 'n Inleiding Module moet behels nie. Kwantitatiewe praktyke soos vraelyste is voorheen gebruik om die persepsies en die emosionele en sielkundige invloed van Anatomie te evalueer. Dit word dikwels aanvaar dat deur woorde betekenis oorgedra word wat navorsers van data voorsien wat objektief vertolk kan word. Maar vraelyste is vooropgestel ten opsigte van dit wat studente mag ervaar, en die aantal moontlike antwoorde is beperk. Sterk emosies kan na vore kom in die vorm van beelde in plaas van woorde, wat studente in staat stel om te ervaar, eerder as om gevoelens te verwoord, veral met 'n beperkte woordeskat. Die gebruik van tekeninge is 'n geleentheid vir die student om hul onverdeelde gevoelens uit te druk. Kwalitatiewe data-ontleding stel die navorser in staat om komplekse lae van betekenis te interpreteer, menslike gedrag en ervarings buite die oppervlak te analiseer, bied voldoende bewyse van hierdie gedrag en ervarings en kan gevolglik teorie induktief uit die data bron bou. Die primêre doel van hierdie studie is om die lewensvatbaarheid van die gebruik van tekeninge te verken in hoe 'n diverse groep studente aan die Universiteit van Limpopo, Medunsa-kampus, Anatomie sien en watter insigte kan verkry word uit hierdie tekeninge om die temas wat in die Inleiding Module aangespreek moet word, vas te stel. Studente is gevra om hul persepsies van Anatomie uit te beeld na ongeveer tien weke se formele kontaktyd, wat lesings, sowel as praktiese sessies insluit. 'n Totaal van 74% (134 uit 181) tekeninge is ingehandig. 'n Matriks-tipe metode van analise gebaseer op bestaande literatuur is geformuleer om die tekeninge te ontleed. Drie dimensies is geïdentifiseer vir elk van die tekeninge: "wat" is geteken, dan "hoe" is die boodskap wat oorgedra word geïllustreer, en laastens die “emosie” gekommunikeer deur die tekening. Die betroubaarheid is verhoog met twee individue wat die tekeninge ontleed. Leerbenaderings, oriëntering op die menslike lewe en die dood, die algemene emosionele toestand van individue en hoe dit hul persepsies van Anatomie beinvloed, die studiekursus waarvoor hul ingeskryf is, die invloed van familie en vriende, is 'n paar aspekte wat in die tekeninge uitgebeeld is. Die ryk data teëgekom in die tekeninge kan kurrikulum organiseerders in staat te stel om die nodige veranderinge aan die Inleiding Module te implementeer ten einde die voorbereiding van studente te verbeter vir wat gaan volg tydens die Anatomy kurrikulum. Verdere studies word aanbeveel oor hoe student tekeninge gebruik kan word om leerplanne en in ander opvoedkundige kontekste in te lig.

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Indiana University-Purdue University Indianapolis (IUPUI) / Anatomy A215: Basic Human Anatomy (Anat A215) is an undergraduate human anatomy course at Indiana University Bloomington (IUB) that serves as a requirement for many degree programs at IUB. The difficulty of the course, coupled with pressure to achieve grades for admittance into specific programs, has resulted in high remediation rates. In an attempt to help students to improve their study habits and metacognitive skills Medical Sciences M100: Improving Learning Skills in Anatomy (MSCI M100) was developed. MSCI M100 is an undergraduate course at IUB which is taught concurrently with Anat A215, with the hopes of promoting academic success in Anat A215. This multifaceted study was designed to analyze the factors associated with students who remediate Anat A215, to predict at-risk students in future semesters, and assess the effectiveness of MSCI M100. The first facet involved analysis of Anat A215 students’ demographic information and class performance data from the spring semester of 2004 through the spring semester of 2010. Results of data analysis can be used by IUB instructors and academic advisors to identify students at risk for remediating, as well as provide other undergraduate anatomy instructors across the U.S. with potential risk factors associated with remediation. The second facet of this research involved analyzing MSCI M100 course assignments to determine if there are improvements in student study habits and metacognitive skills. This investigation involved quantitative analysis of study logs and a learning attitudes survey, as well as a thorough inductive analysis of students’ weekly journal entries. Lastly, Anat A215 exam scores and final course grades for students who completed MSCI M100 and students who did not complete MSCI M100 were compared. Results from these analyses show promising improvements in students’ metacognition and study habits, but further research will better demonstrate the efficacy of MSCI M100.

This syllabus includes both lecture notes and laboratory activities for a two-semester anatomy and physiology community college course. The syllabus is based on a 16-week semester that is comprised of a three-hour lecture section and a one-hour laboratory class each week. Both the lecture course and laboratory are necessary to fulfill the requirement for anatomy and physiology. Laboratory activities coincide with lectures to enhance understanding of each topic by providing visual and hands-on experiments for the concepts learned in the lecture. Laboratory quizzes will be given each week to help students maintain a working knowledge of the material learned in the laboratory. This course is appropriate for the typical anatomy and physiology student and should benefit both students who plan to major in biology and also those who are non-biology majors. Because subject matter in anatomy and physiology is quite difficult, the importance of attendance and good study skills is stressed.

Submitted in fulfillment of the requirements for the Degree in Masters of Technology in Nursing, Durban University of Technology, 2014. / Introduction: There is a global shortage of nurses, particularly in South Africa where there is a scarce resource of professional nurses. Since KwaZulu1Natal College of Nursing (KZNCN) is tasked with the responsibility of training 86% of professional nurses in the province, it is unfortunate to lose 22% of these students through failure and attrition. Most of these failures are in the subject of Anatomy and Physiology. Aim of study: The aim of the study was to establish factors that impact on the success in Anatomy and Physiology in first year student nurses affiliated to KZNCN, in a South African context. Methodology: A quantitative descriptive survey research design was used to establish relationships between variables that impact on nursing students’ success in Anatomy and Physiology. Results: The majority of respondents were Black (86.7%) from rural areas (6􀀀.3%) of KwaZulu1Natal. Their nurse training was in English as a second language (78.6%) but most respondents felt that they were coping well with being taught in English (p 􀀀0.00􀀀). However, respondents with English as a first language obtained significantly higher marks in Anatomy and Physiology I (p = 0.003) and there was a good correlation between matriculation English and Anatomy and Physiology II results (p = 0.02). There was also a good correlation between matriculation Biology/Life Science mark and Anatomy and Physiology I marks (p <􀀀 0.00􀀀). Additionally, good performance in Anatomy and Physiology I was a good indicator for success in Anatomy and Physiology II (p < 0.00􀀀). A significant number of respondents found the academic workload, financial stressors and long working hours stressful but engaged in positive coping skills to address these. Conclusion: Prior knowledge in English and Biology/Life Sciences has a significant positive impact on student performance in Anatomy and Physiology. / M

Acompanha: Uma sequência didática para o ensino de anatomia e fisiologia humana / Este estudo apresenta uma proposta de sequência didática que insere vídeos como mediadores no processo de ensino e aprendizagem de Anatomia e Fisiologia Humana para o oitavo ano do ensino fundamental. A investigação foi realizada em uma escola estadual de um dos municípios, da região metropolitana de Curitiba e busca responder a seguinte questão: Como diferentes categorias de vídeos, inseridos em uma sequência didática contribuem para o processo de ensino aprendizagem? Para responder tal questão a pesquisa foi embasada nas teorias de aprendizagem de Vygotsky.A falta de pesquisa na área de ensino de Anatomia e Fisiologia Humana e o grande interesse dos alunos em notícias e questões da área médica e de saúde pública foi a maior motivação da escolha do tema. A escolha do uso de vídeos como ferramenta para a sequência didática se deu pela conclusão de que através destes recursos o ensino pode se tornar mais atrativo e prazeroso. Os vídeos foram classificados conforme Bartolomé como “Lição”, “Monoconceitual”, e “Impacto”, e como documento da coleta de dados foi utilizado dois relatórios que foram analisados de forma comparativa, o que permitiu qualificar os ganhos em relação a aprendizagem dos conteúdos de Anatomia e Fisiologia Humana mostrando principalmente, a importância de inserir vídeos de diferentes categorias, onde cada tipologia aborda o conteúdo com uma perspectiva diferenciada dentro das várias metodologias de ensino, podendo ter a intervenção do professor e aluno, principalmente do vídeo classificado como sendo de impacto. / This study presents a proposal for a didactic sequence that inserts videos as mediators in the teaching and learning process of Anatomy and Human Physiology for the eighth year of elementary school. The research was carried out at a state school in one of the municipalities of the metropolitan region of Curitiba and seeks to answer the following question: How do different categories of videos, inserted in a didactic sequence, contribute to the learning process? To answer such a question the research was based on Vygotsky's theories of learning. The lack of research in the field of Anatomy and Human Physiology teaching and the great interest of the students in medical and public health news and issues was the major motivation for choosing the topic. The choice of videos as a tool for the didactic sequence was based on the conclusion that through these resources teaching can become more attractive and enjoyable. The videos were classified according to Bartolomé as "Lesson", "Monoconceitual", and "Impacto", and as a data collection document two reports were used that were analyzed in a comparative way, which allowed to qualify the gains in relation to the learning of the contents Of Anatomy and Human Physiology showing mainly the importance of inserting videos of different categories,where each typology approaches the content with a different perspective within the various teaching methodologies, being able to have the intervention of the teacher.

Acompanha: Uma sequência didática para o ensino de anatomia e fisiologia humana / Este estudo apresenta uma proposta de sequência didática que insere vídeos como mediadores no processo de ensino e aprendizagem de Anatomia e Fisiologia Humana para o oitavo ano do ensino fundamental. A investigação foi realizada em uma escola estadual de um dos municípios, da região metropolitana de Curitiba e busca responder a seguinte questão: Como diferentes categorias de vídeos, inseridos em uma sequência didática contribuem para o processo de ensino aprendizagem? Para responder tal questão a pesquisa foi embasada nas teorias de aprendizagem de Vygotsky.A falta de pesquisa na área de ensino de Anatomia e Fisiologia Humana e o grande interesse dos alunos em notícias e questões da área médica e de saúde pública foi a maior motivação da escolha do tema. A escolha do uso de vídeos como ferramenta para a sequência didática se deu pela conclusão de que através destes recursos o ensino pode se tornar mais atrativo e prazeroso. Os vídeos foram classificados conforme Bartolomé como “Lição”, “Monoconceitual”, e “Impacto”, e como documento da coleta de dados foi utilizado dois relatórios que foram analisados de forma comparativa, o que permitiu qualificar os ganhos em relação a aprendizagem dos conteúdos de Anatomia e Fisiologia Humana mostrando principalmente, a importância de inserir vídeos de diferentes categorias, onde cada tipologia aborda o conteúdo com uma perspectiva diferenciada dentro das várias metodologias de ensino, podendo ter a intervenção do professor e aluno, principalmente do vídeo classificado como sendo de impacto. / This study presents a proposal for a didactic sequence that inserts videos as mediators in the teaching and learning process of Anatomy and Human Physiology for the eighth year of elementary school. The research was carried out at a state school in one of the municipalities of the metropolitan region of Curitiba and seeks to answer the following question: How do different categories of videos, inserted in a didactic sequence, contribute to the learning process? To answer such a question the research was based on Vygotsky's theories of learning. The lack of research in the field of Anatomy and Human Physiology teaching and the great interest of the students in medical and public health news and issues was the major motivation for choosing the topic. The choice of videos as a tool for the didactic sequence was based on the conclusion that through these resources teaching can become more attractive and enjoyable. The videos were classified according to Bartolomé as "Lesson", "Monoconceitual", and "Impacto", and as a data collection document two reports were used that were analyzed in a comparative way, which allowed to qualify the gains in relation to the learning of the contents Of Anatomy and Human Physiology showing mainly the importance of inserting videos of different categories,where each typology approaches the content with a different perspective within the various teaching methodologies, being able to have the intervention of the teacher.

This study, using qualitative exploratory, descriptive and contextual research design, explored and described student nurses’ perspectives of the high failure rate in biological sciences. The study was conducted at one of the campuses of the school of nursing in the Free State province of South Africa. A purposively selected sample of 1st and 2nd year student nurses registered for the programme of education and training leading to registration as a nurse (general, psychiatric and community) and Midwife (R425, 1985; paragraph (iii) as amended) at the selected campus of the School of Nursing in the Free State was used. World café was utilized for data collection. Thematic analysis of data done using Braun and Clarke (2006) and for world café participants’ created documents, Blakeman, Samuelson and McEvoy (2012) method of document analysis was applied. The findings identified the internal and external causes of high failure rate in biological. Internal causes included students-related factors, which included difficulty in understanding the content and lack of motivation. The external causes involved content overload, inadequate utilisation of available limited resources, ineffective teaching methods and unfair assessment practices. Suggestions that were made by the students to improve the success rate in biological sciences were based on the perceived causes. Recommendations made included in-service education on interactive, evidence-based teaching learning methods in anatomy and physiology, provision of support for students with no background knowledge of biological sciences. / Health Studies / M.A. (Nursing Science)