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Higher learning institutions teaching gross anatomy are implementing 3D technology, such as the Anatomage Table, to supplement cadaveric dissection. However, the literature is scant about the effects of introducing 3D technologies on students' learning outcomes in the study of gross anatomy. The purpose of this quantitative study was to determine the difference in written exam scores and laboratory exam scores between Doctor of Physical Therapy (DPT) students who participated in gross anatomy instruction using Anatomage Table technology for one semester and PT students who participated in gross anatomy with traditional only instruction at a local university. The study was guided by the adaptable learning theory framework for technology-enhanced learning (AF-TEL) and facilitating student engagement through educational technology. The study used a convenience sample of archival data (N=1334) from a five-campus university in the United States. The data were analyzed using the Mann-Whitney U test and Spearman's rho. Key findings demonstrated a significant difference for students using the Anatomage Table on laboratory exam scores, while written exam scores were not significantly different. Correlational analysis revealed a moderate, significant relationship between the Anatomage Table utilization and laboratory exam performance and a significant but small relationship between Anatomage Table utilization and written exam scores. Many students could be helped to select a learning environment that uses various modalities to learn anatomy. Institutions could make curricular designs to introduce tested technologies to enhance student comprehension and performance, thus advancing social change in the educational field. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The severe shortage of healthcare professionals creates an increased demand for new graduates in Allied health and Nursing programs. Gateway science courses to HCAD programs such as A&P are often considered predictors of student success in Allied health and Nursing programs. A&P courses have been traditionally taught face-to-face, and the COVID pandemic has forced institutions to switch these courses to a fully online format. Despite its increased popularity, the impact of fully online gateway courses on student academic performance in HCAD programs needed to be clarified. This quantitative study examined the relationship between fully online gateway science courses and student academic performance in HCAD programs at Regional Community College. Data was collected from a large community college in the Southeastern region of the United States retrospectively over the academic years 2017-18 to 2021-22. The quantitative analysis included Welch's ANOVA tests with multiple comparisons and chi-square tests. The result indicated an association between the A&P II course completion format and the mean course grade points, which was statistically significant ("p" < 0.05). The findings demonstrated a significant association between the A&P II course completion format and first-year student retention in HCAD programs. Multiple comparison tests revealed that even though the first-year HCAD program retention rates were lower among the post-COVID online group, those who advanced and graduated from HCAD programs in that group performed better academically. The results of this study indicated that online modality could be a viable course delivery option for instructing gateway science courses. It is unclear whether one course delivery method is better than other methods in improving student academic performance in HCAD programs due to various reasons. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The purpose of this study was to determine the effectiveness of the implementation of case-based learning compared to traditional lecture in increasing critical thinking skills in an undergraduate Anatomy & Physiology I classroom. Throughout the course of one semester, five units were taught with the addition of a case study as an instructional tool while the other four units were taught utilizing only didactic (lecture) methods and did not teach content utilizing case study methodology. Two types of content-specific critical thinking data were analyzed: selected multiple-choice exam questions and End of Chapter (EOC) assignments. The Cornell Critical Thinking Test (CCTT) was administered at the beginning and end of the semester to measure general critical thinking skill progress throughout the course. In addition, the Student Assessment of Learning Gains (SALG) survey was administered at the end of the semester to measure student perception of learning via different teaching methodologies. Exam data indicated a growth in content-specific critical thinking throughout the semester while EOC data were inconclusive. The CCTT data showed an overall lack of change in critical thinking skills. Students perceive case studies as generally helpful for learning, but rate lecture and laboratories as providing more assistance in learning course material. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This pilot study aimed to evaluate a pre-educational resource program (PREP) for transfer nursing students to determine its impact on persistence and preparedness. Drexel University (DU) College of Nursing and Health Professions offers a Bachelor of Science in Nursing for traditional and transfer students. Evidence demonstrates a gap in the pass rates between traditional and transfer students for the NURS 221--Pathophysiology course. The two study groups have different preparation and time between prerequisite courses for the NURS 221--Pathophysiology course. Sufficient comprehension of anatomy and physiology is required to pass NURS 221--Pathophysiology. Transfer students complete two courses in anatomy and physiology at another accredited higher education institution. A transfer student must have completed the two anatomy and physiology courses between one and five years before starting the nursing program at DU. Conversely, traditional nursing students complete Anatomy and Physiology, I, II, and III at DU within one year before taking NURS 221--Pathophysiology. To address the knowledge gap and pass rate for transfer nursing students, PREP modules were implemented before the NURS 221--Pathophysiology course. Participants engaged in four weeks of study specific to anatomy and physiology curriculum content in an online learning management system, completed a pre-test and post-test (to determine anatomy and physiology base knowledge and confidence), met with nursing faculty, and completed three surveys. While the sample size was small, results indicate that the PREP modules positively impacted student learning, preparedness, pass rate, and persistence. Methodology and findings are discussed, and recommendations are offered for the nursing program leadership at DU. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Widely accepted as a foundational course within health professions education, anatomy is often taken at the beginning of the health professional curriculum and students are expected to be prepared for the rigors of the course. Anatomy preparedness, evaluated in this study, has been defined as matriculating into a graduate or professional anatomy course with an adequate foundation in basic anatomy knowledge. In a mixed-methods study, pre-requisite syllabi of physician assistant students were analyzed via deductive content analysis to explore common traits within each group. The top and bottom 10% performing students were invited to participate in semi-structured interviews, n=5 participated. Additionally, correlation analyses were used to determine whether performance on a basic anatomy pre-quiz could aid in identifying allied health students with the potential to struggle in a professional anatomy course. A post-course survey was given to determine in which anatomy topics students felt underprepared upon matriculation, prior anatomy experience, feelings of preparedness, and anatomy pre-requisite recommendation. Finally, a pre-matriculation program targeting under-represented in medicine (URiM) students and those at-risk for failure in the medical program was developed. Correlation analyses were used to determine if there was a relationship between performance in the pre-matriculation program and the medical anatomy course. The same post-course survey was administered and focus groups were conducted; transcripts were analyzed via deductive content analysis. Syllabi traits critical to student success included exposure to specimens/prosections, practical exams, and supply of study resources; interviewees also perceived these traits to be important. Twenty-question pre-quiz scores significantly and positively correlated with student performance in their professional anatomy course. Students reported feeling deficient in anatomicomedical terminology and the nervous system. The pre-matriculation program was a success, with students performing at or above average within their cohort and compared to other URiM students. Both allied health and pre-matriculation students recommended taking anatomy prior to professional school. As seen in this study, students are capable of success with the proper resources and support. Furthermore, allied health and medical students recognized the importance of anatomy preparedness for success in health professional anatomy coursework and their openness to resources aimed at supporting their success. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Metacognition, the ability to self-regulate one's learning and performance, is well-known to provide numerous academic and professional benefits for students, educators, and clinicians. However, few studies have studied metacognition specifically in the context of anatomical sciences education. Therefore, the overarching purpose of this dissertation was to explore the metacognition of students and educators who are learning and teaching the anatomical sciences. This dissertation investigated the metacognition of allied health students (physical therapy, physician assistant, and occupational therapy; n=109), first-year medical students (n=1802), and anatomy educators (faculty, associate instructors, and teaching assistants; n=13) in anatomy courses through three multiple-methods studies. Quantitative data were collected using assessment data and either the Metacognition Awareness Inventory (MAI), Practice-Based Learning and Improvement (PBLI) assignments, or Teacher Metacognition Inventory (TMI). These data were then analyzed using the appropriate descriptive and inferential statistics. Qualitative data were also collected through reflective writing activities (e.g., online discussion boards or reflective journals) and analyzed using thematic or framework analysis. Overall, both students and educators improved their metacognition across a semester of either learning or teaching anatomy, with certain subgroups demonstrating greater metacognitive ability or growth than others. Higher performing allied health and medical students were both more accurate at predicting their exam performances compared to their lower performing peers. Faculty also demonstrated the greatest teaching-specific metacognition, though teaching assistants exhibited the greatest growth in their teaching-specific metacognition. These improvements were primarily in their reflective ability and awareness of personal strengths and weaknesses as teachers. Several notable themes relating to metacognition were also identified such as student willingness to monitor learning diminishing over time due to competing academic or professional commitments. Additionally, novice educators were more inwardly-focused on personal traits and content mastery, whereas experienced educators were more outwardly-focused on interpersonal factors (e.g., student rapport and inclusive language).These insights into the metacognition of both students and educators can inform how to best support and improve teaching and learning in the anatomical sciences. Given the significance of metacognition, it may be beneficial to incorporate educational activities that can support the metacognition of both students and educators, simultaneously. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Individuals with disabilities have been less involved in school activities than their same age peers and this includes career preparation in science and math (Eriksson et al., 2007; Agran et al., 2020; Jackson et al., 2022). Specifically, individuals with intellectual disabilities (ID) have been underrepresented in science education (Lee, 2011) and in science careers (NSF, 2019). Previous studies have concluded that this underrepresentation can be due to lack of preparation of students with disabilities, access to facilities, programs, and equipment, and acceptance by educators, employers, and co-workers (Burgstahler, 1994). This study aims to expose transition-aged youth with ID to science concepts by using virtual reality and to give them a better understanding of their own bodies (Collins et al., 2017; Rizzo et al., 2016). This study investigated the effects of a virtual reality (VR) human anatomy application as the means of teaching science vocabulary definition and location acquisition for three different human anatomy systems (digestive, respiratory, and integumentary) to college-age students with ID. This single subject, multiple baseline study included two college age students with ID. The intervention package included both a guided and exploratory portion. Data were collected on the participants accuracy on the definitions and locations of ten vocabulary words for each of the three body systems. Findings indicated that a functional relation existed between the implementation of the intervention package and an increase in the accuracy of scores in both definitions and locations for each of the three body systems for each participant. Tau-U scores also yielded significant (p<0.05) effect sizes for both participants in the digestive and respiratory systems. System Usability Scores (SUS) indicated marginal scores for one participant and excellent for the other participant. The participants' social validity questionnaire reflected a positive experience with the VR headset as well as the application offered minimal negative feedback about the study. The findings highlight that using the Universal Design for Learning (UDL) framework and virtual reality (VR) is an effective means of supporting science vocabulary acquisition for college-aged students with ID. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

When transitioning to higher education, students need to develop the skills to become self-regulated learners capable of setting their own learning goals and planning and monitoring their learning. Self-regulated learning and academic performance have been shown to positively correlate with effective time management and study skills. There are several study skills supported by the literature, and this work focuses on three in particular--retrieval practice, spacing, and interleaving. Strong study skills have been repeatedly linked to metacognitive skills, in which students reflect upon their understanding during the learning process. Collectively, these skills lead to students being better prepared to manage the rigors of higher education and become life-long learners. Being a life-long learner is especially important for students who are pursuing a career in healthcare because they will need to continuously adapt to their everchanging fields. This mixed methods study was conducted first as a pilot study and then with an intervention. The pilot study sought to determine the time management and study strategies utilized by students and the impact of implementing study logs and reflection questions in a Master's gross anatomy course. Students enrolled in the course during the spring of 2021 were invited to participate in the study. Through study logs, students documented their study time, and reflection questions prompted students to reflect on their own learning and study strategies. Students could also request feedback on their responses to the bonus assignments. Eighty-four responses to the reflection questions underwent thematic analysis, and Pearson's and Spearman's correlation and simple linear regression were performed to determine if relationships existed between grades in the course, the number of bonus assignments completed, the number of hours reported studying, and responses to the reflection questions. From the thematic analysis of qualitative data, five major themes were constructed: surface learning, deeper learning, metacognitive awareness, time management, and utilization of course materials. Students who engaged in surface learning strategies utilized more passive study approaches, such as re-reading their notes or re-watching recordings of lectures. Conversely, students who engaged in deeper learning strategies actively engaged with the material using strategies like retrieval practice and group study. Responses to reflection questions indicated the development of metacognitive awareness; students reported reflecting on their study strategies and modifying them as needed to better learn the information. Students often commented on the importance of effective time management and reflected on the negative effects of poor time management on their academic performance. Finally, students emphasized the importance of utilizing the materials provided in the course, which included lecture materials, assigned textbook readings, and cadaveric specimens in the gross anatomy laboratory. Statistical analyses showed that completing the bonus assignments predicted 6.2% of the variation in final scores in the course. Results suggest that completing study logs and reflection questions promoted student development as self-regulated learners and positively impacted student performance in the course. The results of the pilot study were used to direct the creation and implementation of study strategies modules in the Master's gross anatomy and histology courses. These modules introduced students to time management techniques, and study strategies such as retrieval practice, spacing, and interleaving. The methodology was consistent with that of the pilot study. Six themes were constructed from the thematic analysis: surface learning, deeper learning, resources utilized, metacognitive awareness, time management, and level of detail. Several of these themes echoed the findings of the pilot study. For students who participated in the intervention, though, there seemed to be difficulty in discerning how much or how in-depth they needed to study in preparation for examinations. Student responses to the bonus assignments were further analyzed to track changes over a semester and an academic year. Some students kept their strategies consistent--sometimes for the best and other times for the worst--while others adapted their strategies as they went. Quantitative analysis revealed that students who were enrolled in courses that included all three bonus assignment types performed statistically significantly better in the course compared to the previous cohort, who did not have the opportunity to complete any bonus assignments. The results of these studies highlight the importance of integrating the teaching of study strategies within a course, using course-specific examples to demonstrate the strategy. However, although the majority of students positively perceived these assignments in both studies, many had trouble implementing new strategies consistently or modifying their current strategies. This suggests that time management and study strategies are the "broccoli" of education--while students may acknowledge that identifying effective strategies is good for them and their academic performance, they may not always be inclined to utilize them or enjoy them. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This study explores allied health undergraduate students' experiences learning human anatomy through Augmented Reality (AR) technology compared to other modalities in a private university. The research used multivariate analysis to measure and understand the impact of AR on the learning of human anatomy by undergraduate allied health students, specifically those in nursing and dental hygiene careers (N = 302). A mixed methods research design using statements on a 5-point Likert scale and open-ended questions was used to collect quantitative and qualitative data. Participants were asked to compare their educational, affective, and physical experiences in a Human Anatomy course. Although there were no statistically significant differences in the impact of AR compared to other modalities, the study demonstrated that positive and negative factors could influence students' motivation and self-efficacy. While approximately 54% of the participants desired to use AR again, 64% stated that AR increased their knowledge of anatomy. Highlighted was a less affective experience due to unresponsive technology and physical distress. Of the findings, participants' negative physical experience with the device (e.g., eye strain, headaches, dizziness, and neck pain) was significant despite the positive feedback on AR's benefits. This study found that the physical discomfort that students experienced compared with other modalities was irremissible. Nonetheless, as AR evolves and becomes more adaptive, responsive, accessible, and cost-effective, allied health colleges will likely invest in AR as a primary learning modality. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Anatomy and Physiology (A&P) courses are undergraduate biology prerequisite courses that cover many topics about human biology, including anatomy, histology, organ systems, and homeostasis. The purpose of the course is to equip students aiming to enter nursing and allied health education programs with an understanding of basic biological principles relevant to human biology and pharmacology. However, these courses have a high incidence of failure, and many students need to retake the course to progress in their competitive academic programs. Students tend to rely on memorization techniques to learn the course content, and given the nature of A&P as a discipline, this can be insufficient to achieve desired learning (i.e., mastery over the course content) and academic (i.e., course grades) outcomes in these courses. Thus, it is vital to identify evidence-based teaching practices and student factors that contribute to academic outcomes in this course. The three projects that compose the scholastic contribution of this dissertation collectively synthesize evidence-based teaching practices in A&P contexts, test how student affect factors (e.g., self-efficacy, science identity, and situational interest) impact student outcomes, and explore the experiences of students taking the class. The first project (Chapter II) is a systematic review that summarizes pedagogical interventions from 111 research articles about how A&P instruction impacts students' learning outcomes and satisfaction. The second project (Chapter III) uses mixed methods and found that in a sample of 83 introductory A&P students, scores on a science identity metric predicted final grade in the course. The qualitative component of Chapter III also identifies emerging allied health identities alongside science identity as driving motivators for students repeating the course. The third project (Chapter IV) examines student experiences with A&P through the lens of transformative experience theory. This exploratory project examines student writing for evidence of students making connections between course content and their everyday lives using a mixed methods approach. Qualitative content analysis and epistemic network analysis reveal that students make salient connections between their interest in the course content, expansion of perception of the course content as relevant to their everyday lives, learning about A&P, and viewing the course content as relevant to their personal lives. In sum, these projects benefit A&P instructors and biology education researchers working to support student outcomes in A&P. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Temporomandibular Disorders are a prevalent group of disorders affecting the temporomandibular joints and surrounding structures, including the masticatory muscles, ligaments, and tissues. Voice pedagogy literature and social media suggest an incomplete understanding of TMDs among voice teachers, with no repository containing a synthesis of current information. The purpose of this dissertation was, therefore, to create a practical guide to Temporomandibular Disorders that would be relevant to singing and presented in a way that would be accessible to voice teachers in the teaching studio. The first section of the dissertation contains information about anatomy and pathophysiology of the TMJ from the perspective of the biopsychosocial medical model and a review of literature describing the relationship between TMDs and the voice. The second section describes the voice teacher's role in diagnosis and management of TMDs, discusses considerations for voice teacher response using the biopsychosocial model and outlines recommendations for adaptations in the voice studio. The entire document concludes with suggestions for future research and instructions for specific vocal exercises to be used for TMD management. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Anatomy and Physiology (ANP) courses are a standard requirement for effectively all undergraduate healthcare programs in the country. A large majority of students enrolled in these courses are attending 2-year colleges and pursuing nursing certifications and recertifications. Traditionally, the instructional method and content of Anatomy and Physiology courses is based on traditional instructor focused lecture platforms, with laboratory content centered on physical modeling and manipulation. As technology advances and the continued impacts of the COVID-19 pandemic shift our educational platform methods, larger scale considerations for what merits student success are considered. Comparison of course success in ANP and summative assessment success on nursing entrance exams, illustrates that the platform of content instruction is potentially less meaningful and that larger scale considerations may be necessary for assessment skills and the transition of ANP content knowledge, particularly with long term COVID-19 impacts on education. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

To practice physical therapy, physical therapist assistants (PTAs) must graduate from an accredited program and pass the National Physical Therapy Examination (NPTE). There is a lack of evidence exploring the relationships between admission processes in PTA programs with no pre-requisites. The first purpose of this study was to determine whether differences exist in the first-time pass rate on the NPTE between students in a PTA program who completed Anatomy and Physiology I versus students who have not completed it before admission. The second purpose was to determine whether differences exist in first-time pass rate on the NPTE between students in a PTA program who completed College Algebra versus students who have not completed it before admission. Data from five graduating cohorts who were enrolled in a PTA program from 2016 through 2021 (N = 110) were retrospectively reviewed utilizing an alpha level of p < 0.05 to establish statistical significance. The study's results revealed that Anatomy and Physiology I was an indicator of NPTE first-time success with a statistically significant difference (p = 0.005) in the first-time pass rate success of students taking it prior to admission compared to those who took it after admission. College Algebra was an indicator of NPTE first-time success with a statistically significant difference (p = 0.002) in the first-time pass rate success of students taking it before admission compared to those who took it after admission. The study's results suggest that PTA programs requiring these two pre-requisites may demonstrate better first-time NPTE pass rates. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

With changes in cadaver availability, ongoing innovations in technology, and rising pedagogical changes, the field of anatomy education is amidst adaptations. In the field of occupational therapy (OT) education, anatomy is often part of the core curriculum. The problem was the limited literature on technology tools being used by educators in OT programs in the United States. The purpose of the descriptive qualitative study was to explore the media tool preferences of anatomy instructors in occupational therapy programs throughout the United States. The theoretical framework guiding the study was the cognitive load theory and the technological, pedagogical, and content knowledge (TPACK) framework. Each model's framework is supportive of the decisions behind technology selections. Of the 45 states with master's and entry-level doctoral OT programs, purposive sampling identified 15 anatomy educators nationwide. Qualified participants with at least 3 years of teaching experience participated in remote semi-structured interviews to uncover instructor perspectives. Questions used during virtual participant interviews were vetted by subject matter experts. Transcribed interviews were methodically reviewed to identify common codes and categories. Thematic findings centered around technology decisions, technology as a supplement, technology as an enhancement, and instructor point of view. Thematic findings were shared with the OT and anatomy education communities, creating a dialogue on an infrequently discussed topic. Future research recommendations surround exploring teacher methodologies as well as gaining the student perspective of technologies used and the perspectives of entry-level clinicians. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Distance education has become increasingly popular among college students over the last two decades and institutions have responded to this demand by offering more online and hybrid courses. These courses provide many benefits to students, including increased flexibility and accessibility, which contribute to its growing popularity. However, science, technology, engineering, and math (STEM) disciplines have been slower to create online courses, likely due to the laboratory component that most STEM courses contain, which has traditionally been completed in a face-to-face setting. Many faculty, administrators, and national organizations have indicated that virtual labs cannot serve as an effective replacement for in-person labs. The purpose of this quantitative, causal comparative study was to examine the impact that lab delivery methods have on the achievement of learning outcomes, transfer of learning, and self-perception as it relates to persistence among higher education students in an anatomy and physiology lab course. A total of 99 students participated in this study; 53 of these students completed an in-person lab, while the other 46 students completed a virtual lab during an anatomy and physiology course. Pre- and post-tests were used to assess student achievement and learning transfer, while pre- and post-surveys were used to assess changes in students' self-perceptions related to persistence in college and persistence in the sciences. The results indicated that students who completed the in-person lab displayed higher achievement than the students who completed the virtual lab; however, there was no significant difference in the transfer of learning between the two groups. Additionally, the students who completed the in-person lab experienced a significant increase in their self-perceptions related to persistence in the sciences, while the virtual lab students did not. Neither method of lab delivery had a significant impact on self-perception regarding college persistence. Based on these results, the recommendations are that virtual labs should be offered in conjunction with, rather than in place of, in-person labs and that lab experiences should be interactive and engaging, regardless of the delivery method. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The implementation of curriculum change, and innovative pedagogical theory, can help educators and administrators in higher education further the learning gains of students in the sciences. But the introduction of new methods of teaching, or curricular restructuring, can be interpreted by students differently, potentially affecting students' emotional states as well as their relationships with peers. To support not only the learning of students, but also their emotional and social well-being, pedagogical and curricular theory should be enacted in ways that take into consideration the full scope of the student experience. In this dissertation, the implementation of curriculum and pedagogical theory, and the effects of the usage of active learning methods, are examined through student learning gains as well as through any reported social and emotional affects. In the first chapter we examine the history and realization of the integration of clinical and biomedical sciences in the field of predoctoral dental education. In the second chapter, the effects of early experiential learning opportunities are examined via students' progression to clinical competence and students' self-reported confidence in a predoctoral dental program. In the third chapter, we consider and review how curricular change may affect students' emotional states, their relationships with peers, and if the concept of stereotype threat played any role in the complication observed. Lastly, in chapter four we explore how active learning may benefit, or hinder, the learning of students in an undergraduate anatomy course with social anxiety in a virtual learning environment. Throughout this dissertation, we seek to promote student learning through the use of educational best practices and consider how curriculum and pedagogical changes might also affect the feelings and emotional states of students, for the purpose of building a considerate and effective educational environment. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Case-based learning (CBL) is an approach that uses clinical case activities in the classroom to engage students and encourage a deeper understanding of scientific concepts. Anatomy and Physiology (A&P) is a course that many students take as a prerequisite for admission to professional health schools. This study investigated the effect of CBL in facilitating clinical reasoning skills (CRS) in undergraduate A&P instruction. Undergraduate students from two classes taught by the same instructor participated in the study. One class (experimental group, n = 24 ) was taught with the CBL approach, and the other class (control group, n = 24 ) was taught without CBL. Quantitative data collected for this study were scores on the pretest and posttest clinical reasoning problem (CRP) instrument about the central nervous system, autonomic nervous system, and special senses. A 2 x 2 (CBL vs. No CBL x Pre-Posttest) mixed-model analysis of variance (ANOVA) was performed for each of the three systems with the scores on CRP as a dependent variable. Nine students were selected for interviews from the control and experimental groups based on their CRP assessments. Interviews were conducted after the completion of each CRP assessment, and content analysis was performed for the interview data. Analysis of the quantitative data revealed an increase in mean scores from pretest to posttest for those in the experimental group but a decrease in mean scores from pretest to posttest for those in the control group. Scores on special senses revealed a significant group x time interaction effect. Analysis of the interviews revealed that students in the experimental group utilized A&P concepts while reasoning through the CRP assessments. These results suggest that CBL may help facilitate CRS. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Distance courses are in high demand, post-secondary institutions are being encouraged to offer more. Some studies have found distance science classes to be as effective in content and student success, as on-campus courses. Distance courses often require greater self-motivation and study skills and as a result, the success of students in distance courses may be more variable than what would normally be found in on-campus courses. To assess the role of student preparation and learning characteristics in a distance version of a senior-level college anatomy and physiology course the Motivated Strategies for Learning Questionnaire (MSLQ) was used to examine the relationship between motivation, self-regulated learning, and academic achievement in an online animal anatomy and physiology laboratory section. The online laboratory section ran in conjunction with an online lecture course and enrollment in both was required. The online laboratory section was compared to an on-campus laboratory section. A pre- and post-test was administered to students to determine knowledge gained and compared distance and on-campus scores. Additionally, distance student satisfaction was measured using a self-reporting Likert Scale survey. The Motivation section of the MSLQ is intended to assess value, expectancy, and affect as reported by students. The Learning Strategies section is intended to assess use of cognitive, metacognitive, and resource management strategies. Construct mean scores were correlated with end of lab grades. Data from each semester, Spring 2021 and Fall 2021, were analyzed separately. Distance students from both semesters reported self-efficacy, task value, and help-seeking strategies were correlated to their final laboratory grade. In contrast, on-campus students reported control of learning beliefs, and self-efficacy to be correlated with their final laboratory grades. There were variations between semesters in effectiveness of distance learning based on improvement in pre-test versus post-test scores given at the beginning and ending of the semester, respectively. Both semesters of distance students improved their anatomy knowledge more than the on-campus students. When compared to the distance students in Fall 2021, Spring 2021 distance students spent more hours completing laboratory assignments, worked more hours per week, and were enrolled in more credit hours. Both semesters of distance students were overall satisfied with their experiences but Fall 2021 students rated the course satisfaction higher, which indicated distance students can be highly satisfied with distance laboratory courses. The differences in demographics could partially explain the differences in satisfaction scores between the two semesters as students in the distance Fall 2021 course reported overall a higher satisfaction score. Additionally, both semesters of distance students gained more anatomy knowledge when compared to the on-campus students, indicating mode of delivery was just as effective. Furthermore, each group of students reported different constructs that influenced academic performance, but majority of students reported that self-efficacy influenced academic performance. Students in the fall distance and on-campus courses did have similar motivations and learning strategies, such as task value and self-efficacy which are two components of self-regulated learning, that positively predict student satisfaction which could explain their overall satisfaction with the course. Additionally, the higher correlations with the MSLQ constructs and final laboratory grade could explain the knowledge gained in the fall semester. Instructors could use known motivations to improve learning in the classroom despite mode of delivery and educate students about self-reflection and self-regulation methods. Instructors could provide students opportunities to self-assess efforts. Lastly, Animal Science programs can offer distance specific science classes and instructors should be encouraged to explore opportunities to expand their programs using at-home laboratory kits that give students hands-on experiences. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Reading is a complex task that requires integration of information across brain systems that support sensory, language and cognitive processing. Individuals vary widely in reading ability: some read almost effortlessly, while others struggle to make sense of printed text. Factors at multiple levels from genes and brain through environment contribute to these individual differences in reading ability. Research at the neurobiological level has revealed structural and functional neural correlates of reading ability, but the links among multiple brain features and their associations to reading ability have seldom been investigated. This leaves a gap in the understanding of neurobiological mechanisms that drive individual differences in reading ability. In this dissertation, I aim to address that gap by examining relationships among neurobiological factors and reading ability in children in two studies. In Study 1, I examine relationships among cortical structure, reading-related functional activation, and reading ability. Specifically, I investigate whether functional activation accounts for a previously observed relationship between cortical thickness in the left superior temporal gyrus and reading ability (Perdue et al., 2020). In addition, I explore relationships among cortical thickness and functional activation across the whole brain to gain further insight to structure-function relationships in the context of reading. Findings reveal a nuanced, region-dependent relationship among structural and functional brain features related to reading, and alternative hypotheses to explain links between cortical structure and reading ability are considered. In Study 2, I investigate relationships among neurochemistry, white matter structure, and reading ability using state-of-the-art neuroimaging methods. I focus primarily on the neurometabolite, choline, which is involved in the maintenance and metabolism of white matter tissue and has previously been associated with reading ability (Pugh et al., 2014). This study provides preliminary evidence to support a putative mechanism by which choline is related to reading ability via its association with white matter structure. Together, these studies provide insight to neurobiological mechanisms associated with individual differences in reading ability. The findings promote further research in this domain that could contribute to early identification and treatment for children at risk of reading disabilities. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

There is a need for nurses throughout the country. Nursing program administrators need evidence-based admission criteria to determine the best applicants to admit to nursing programs. The problem to be addressed is the inability to determine which of the many preadmission criteria are predictive of success in nursing programs. The purpose of this retrospective quantitative study is to examine whether the Health Education Systems Incorporated (HESI) Admission Assessment (A[superscript 2]) composite, reading comprehension, math, anatomy and physiology, vocabulary and general knowledge and critical thinking sub scores are predictive of success in nursing programs. This study was founded on evidence-based practice, critical thinking, and Benner's Novice-to-Expert theory. The study sample consisted of five hundred and sixteen (516) nursing students who took the HESI A[superscript 2] before admission to their nursing program. This study was a retrospective quantitative correlational examination of the HESI A[superscript 2] scores and graduation and NCLEX-RN® first-time pass rates. The research questions asked whether the HESI A[superscript 2] scores and graduation and NCLEX-RN® first-time pass rates had a relationship. It was found that the composite, reading comprehension, math, and anatomy and physiology scores were weakly negatively correlated to graduation. These scores can be used to predict success in nursing programs if nursing program administrators use the midrange scores instead of the highest scores. Further research should be done using end-of-course averages instead of graduation rates to improve the study. Future researchers should also do a comparative study between associate degree programs and baccalaureate programs. Nursing program administrators should use the scores related to graduation to determine which applicants to admit to their programs. Program administrators should also look at the midrange scores for their applicants. This study gives nursing program administrators an evidence-based criterion to use in their application process. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Dissection of lab specimens is a common procedure in science classrooms, yet there are many unasked and unexamined questions relating to this practice. In addition to ethical considerations, there are personal and environmental health impacts of using conventional dissection, which has historically included animals and animal organs embalmed in preservative chemicals. The efficacy of using dissection as a learning tool is worth examining. The purpose of this thesis is to ask, analyze, and examine the multi-faceted questions associated with the use of dissection in the general science classroom. In addition, it is an invitation to engage a discussion about the possible negative consequences of using dissection, and to encourage consideration of alternatives that might be more ethically, pedagogically, and environmentally sound than existing practices. A review of the literature reveals that as many as 75% of classroom biology teachers use dissection and, generally, it is widely accepted and lauded as an important tool for learning about anatomy and physiology. Teachers express concern for a variety of issues associated with dissection, primarily student health and safety, and respect for lab specimens. As a response to these and other concerns, alternatives to physical dissection have been developed. These, however, are not widely used for a variety of reasons. The field research completed in this study is a qualitative analysis of the intellectual and emotional attitudes and beliefs associated with using dissection in the general science classroom. Additional perspectives are represented, and incorporated into the literature review, by interviews with experts in the fields of solid waste management and conservation biology. Example warning labels are appended.

Objectives: To determine the CBCT education status and the clock hours for CBCT instruction in North American Dental Schools. Method: An electronic questionnaire was sent to seventy-six PICOMRIs using Qualtrics. They were requested to send another questionnaire to fourth-year dental students. Results: Fifty PICOMRIs (65.79%) responded to the survey. CBCT anatomy and interpretation were taught in all thirty-three and twenty-nine responding dental schools, respectively. There was a statistically significant difference between CBCT instruction and PICOMRIs' education and experience (p[less than]0.05). A moderate and strong association between CBCT instruction and PICOMRIs' qualification and experience noted. PICOMRIs (69.44%) believed students were a novice and not sure/no (77.14%) about sufficient CBCT knowledge/skill level to implement CBCT. Sixty percent CBCT instruction (1-2 hours) occurred outside the radiology department and seventy-four schools offered continuing education. Conclusion: Data revealed inconsistencies in CBCT instruction and further research recommended establishing an adequate level CBCT knowledge level in North America. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

There has been a call from the national community of biologists and biology educators to increase biological literacy of undergraduate students, including understanding and application of core concepts. The structure and function relationship is a core concept identified by the wider biology community and by physiology faculty. Understanding of the core concept structure and function across multiple levels of organization may promote biological literacy. My research focused on the development of formative written assessment tools to provide insight into student understanding of structure and function in anatomy and physiology. In chapter two I developed automated scoring tools to facilitate the evaluation of written formative assessment based on structure and function. Formative written assessments allow students to demonstrate their thinking by encouraging students to use their diverse ideas to construct their responses. However, formative written assessments are not often used in the undergraduate biology classroom due to barriers, such as time spent grading and the intricacy of interpreting student responses. Automated scoring, such as lexical analysis and machine scoring, can examine student thinking in formative written responses. The core concept structure-function provides a foundation upon which many topics in anatomy and physiology can be built across all levels of organization. My research focused on the development of formative written assessment tools and automated scoring models to provide insight into student understanding of structure and function. My research objective was to examine student understanding of a core concept in anatomy and physiology by using automated scoring. Ten short answer questions were administered to students in a junior-level General Physiology course and a sophomore level Human Anatomy and Physiology course at a large Southeastern public university, and to students in Human Anatomy and Physiology courses at two Southeastern two-year colleges. Seventeen students were interviewed to determine if their responses to the short answer questions accurately reflected their thinking. Lexical analysis and machine scoring were used to build predictive models that can analyze student thinking about the structure-function relationship in anatomy and physiology with high agreement to human scoring. Less than half of the student responses in this study demonstrated conceptual understanding of the structure-function relationship. Automated scoring can successfully evaluate a large number of student responses in Human Anatomy and Physiology and General Physiology courses.In chapter three I compared conceptual understanding of structure and function in 2-yr and 4-yr student responses. Anatomy and physiology is taught at a variety of institutions, including 2-year community colleges and 4-year research universities. Regardless of the type of institution offering anatomy and physiology, conceptual understanding of the structure-function relationship is necessary to understand physiological processes. The focus of my research was to compare conceptual understanding of 2-year versus 4-year anatomy and physiology students by using written formative assessment. I hypothesize that differences in students' academic readiness between two-year and four-year institutions may affect conceptual understanding and student performance. Based on prior research, I predict that there will be a difference in conceptual understanding of the core concept structure and function between two-year and four-year students in anatomy and physiology, and that the students at the two-year institution will not perform as well as the students at the four-year institution, as measured by performance on the constructed response questions. Responses to eight short answer essay questions were collected from students at both types of institutions from students in human anatomy and physiology over six semesters. My results demonstrated that there is a difference in conceptual understanding of the structure-function relationship between 2-year and 4-year students in anatomy and physiology with more 4-year students mentioning SRF concepts in their responses compared to the 2-year students. A potential reason for this difference may be college readiness. There was no difference in performance between institution types on structure-function concepts examined in the A&P II course. My results suggested that students may benefit from a focus on core concepts within the content of anatomy and physiology courses. This focus should occur in both the first and second semesters of anatomy and physiology. Instructors can use written formative assessment to allow students to demonstrate their conceptual understanding within the organ systems.In chapter four I investigated how question features affect student responses to anatomy and physiology formative assessment questions. Short answer essay questions contain features which are elements of the question which aid students in connecting the question to their existing knowledge. Varying the features of a question may be used to provide insight into the different stages of students' emerging biological expertise and differentiate novice students who have memorized an explanation from those who exhibit understanding. I am interested in examining the cognitive level of questions, the use of guiding context/references in question prompts, and the order of questions, and how these features elicit student explanations of the core concept structure-function in anatomy and physiology. I hypothesized that varying the features of short answer questions may affect student explanations. Short answer questions based on the core concept 'structure-function' were administered to 767 students in a junior level General Physiology course and to 573 students in a sophomore level Human Anatomy and Physiology course at a large southeastern public university. Student responses were first human scored and then scored by using lexical analysis and machine scoring. Students were interviewed to examine their familiarity with levels of organization and to confirm their interpretation of the questions. Students demonstrated more conceptual understanding of four of the structure-function concepts when answering the understand questions and more conceptual understanding of two structure-function concepts when answering the apply questions. The question prompts provided a different context which may have influenced student explanations. There was no difference in conceptual understanding of the structure-function relationship with and without the use of a guiding context in the wording of the question prompt. For question sequence, students performed better on the last questions in the sequence, regardless of whether the last question was easier or more difficult. Instructors should provide students with questions in varying contexts and cognitive levels will allow students to demonstrate their heterogeneous ideas about a concept. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

In the present study, the researcher investigated the effects flipped lessons have on academic performance in an undergraduate anatomy and physiology class and examined how this learning experience contributed to student involvement. The researcher applied an explanatory mixed methods design to investigate differences in academic performance and student involvement between a group taught with traditional lecture and a group taught through flipped lessons. An ANCOV A revealed no significant difference in academic performance between groups. Qualitative analysis, however, revealed student involvement was prominent throughout the flipped learning experience. Student statements regarding content interaction, peer interaction, and instructor interaction brought to light a positive learning experience for students taught with flipped lessons. Students reported the use of videos and active learning assignments provided a diverse approach to instruction that met their learning needs, allowed them opportunity to learn from one another through peer collaborations, and created a comfortable learning environment that encouraged them to communicate more with the instructor. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Curricular reform in medical education is a process that has been ongoing for quite some time. Major revision of medical curricula has been occurring since the early eighteenth century. In recent decades, curricular reform has had a monumental impact on the anatomical science subjects. This research investigated how specifically the anatomical science disciplines were impacted by curricular reform at various allopathic medical schools within the United States. The goal of this research was to discover curricular variations in medical schools and to examine the perceptions of those curricular programs by faculty and students alike. Four research questions were addressed to explore the role of curricular reform in medical education using a mixed methods study design. Medical curricular websites were qualitatively analyzed to discover common trends used to describe medical curricula and content organization. Perceptions about the medical curriculum were gathered through surveys and interviews of anatomical science faculty across the country and first year medical students at Indiana University School of Medicine-Bloomington. Finally, a case study of curricular changes at Indiana University School of Medicine was documented. Results from this research demonstrated that curricular reform has had a major impact on the anatomical disciplines. Didactic lectures have been supplemented or replaced by non-didactic teaching tools. Hours dedicated to the teaching of the anatomical sciences have greatly decreased, and most anatomical disciplines are no longer taught as stand-alone courses. Qualitative results discovered that there is an overall administrative control of the medical curriculum. Additional perceptual data demonstrated the need for measuring student success past the licensing exam scores. There's a need for future studies to further analyze student success regarding lifelong learning, problem-solving, and critical thinking skills. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Professional associations have been known to provide a variety of benefits to its members, the organization, and the public. However, little evidenced-based data has been reported on the impact of professional association involvement on job satisfaction. In fields where many of its members function independently or in small teams, the need for a connection to colleagues via professional associations is even more vital to the support, development, and standards used by these professionals. This is especially true for anatomical materials professionals from academic institutions, who are part of a new, young, and smaller sized profession. Gaining a solid understanding of the relationships of professional association involvement and job satisfaction will aid decision makers to support or not support the involvement of anatomical materials professionals in professional associations. Using a quasi-experimental quantitative research approach, this relationship was investigated. The results suggested that there was not a significant relationship that existed between professional association membership and job satisfaction when considered alone. When only examining those participants with a positive attitude, a significant relationship did exist. This indicated that with a positive attitude and professional association membership, a significant difference is made to the job satisfaction of the participants. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]