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Student-generated videos (SGVs) are gaining popularity and have been increasingly incorporated into undergraduate curricula in many disciplines. Through the creation of their own educational digital videos, students learn course content and transferrable skills. However, the use of SGVs in anatomy and physiology (A&P) is virtually undocumented. In this mixed-methods study, students in online and face-to-face A&P courses independently created short videos about relevant physiological phenomena. The results indicate that perceived and actual learning, as well as enjoyment, were positively impacted by the creation of the SGVs. Though it was not required, students watched their peers' videos over 12,000 times in the online course and over 1,100 times in the face-to-face course. These findings demonstrate the value of SGVs in the A&P lecture classroom for the first time.

Human Anatomy and Physiology courses are "gateway" courses that students must pass with high grades in order to proceed through their program of study. However, student pass rates are often low, resulting in students attempting the course multiple times and delaying their graduation. Supplemental instruction performed by peer leaders is one mechanism that has been used to increase student success. The goal of this study was to evaluate the effectiveness of peer-led supplemental instruction by comparing predicted and actual course grades. We learned that students predicted to earn a C achieved higher grades when they utilized supplemental instruction. While those students performed better than predicted, supplemental instruction did not improve ABC rates for the class. We conclude that supplemental instruction can be of benefit for some students.

In the United States, there is a demand for registered nurses. To be admitted into the nursing program, students need to complete prerequisite courses such as human anatomy and physiology. Many students find human anatomy and physiology challenging due to the nature of the content. Poor performance in human anatomy and physiology can preclude a student from enrolling in the nursing program. Professors can support students in their learning activities with strategies that can have a positive impact on learning and improve learner outcomes. The objectives of this study are to use consistent formative assessments such as pre-course assessment, course syllabus quiz, reading assignments (pre-learning), in-class activities (during learning), and post-learning activities to engage students in a human anatomy and physiology course. It is important to share these strategies for engaging students with other educators of allied health students. Data were collected on students' performance on pre-course assessment, course syllabus quiz, pre-learning, during learning, and post-learning activities (n=9). Pre-course assessment, course syllabus quiz, and post-learning quizzes were completed on Moodle. Pre-learning reading assignments were completed using McGraw Hill Connect embedded within Moodle. During learning and post-learning activities were completed in the classroom. The mean data for different forms of formative assessment are pre-course assessment (67.8%), course syllabus quiz (84.4%), pre-learning reading assignments (99%), during learning activities (94.2%), and post-learning activities (78.8%). The data show that consistent formative assessments can be used to engage students in active learning, help them prepare for summative assessments, and impact knowledge with positive learner outcomes.

Aim: This study aimed to clarify the difficulties and innovations in anatomy and physiology education from the perspective of faculty members in charge of anatomy and physiology education in Japanese nursing universities., Background: Many nursing students have difficulty acquiring anatomy and physiology knowledge and applying it in clinical situations; therefore, effective teaching and learning methods for anatomy and physiology must be provided in nursing education., Design: This study followed a cross-sectional observational design using a web-based self-administered questionnaire., Methods: A web-based self-administered open-ended survey regarding the difficulties and innovations in teaching anatomy and physiology in nursing was conducted involving nursing faculty members at universities in Japan. After inviting 280 nursing universities to participate in the survey, 37 completed questionnaires were collected and descriptively analyzed., Results: In approximately 30% of the universities, multiple professions were involved in collaboratively teaching anatomy and physiology. Furthermore, 59.5% of the universities offered a combination of didactic lectures and laboratory learning. Difficulties in teaching anatomy and physiology included the limitations of the physical teaching environment, the difficulty of teaching the importance of anatomy and physiology in nursing practice, the difficulty of adjusting educational content to learner readiness, and the difficulty of terminology and concepts specific to anatomy and physiology. Innovations used in teaching anatomy and physiology from a nursing perspective included integrating anatomy and physiology with related disciplines, encouraging students to visualize human anatomy in three dimensions, and linking anatomy and physiology to clinical nursing practice., Conclusion: Despite some difficulties in teaching the subjects, faculty members have implemented effective educational methods on their own. Due to the various constraints of the learning environment, it is difficult for students to learn anatomy and physiology on campus in depth and acquire a deep understanding of its significance in clinical practice. Therefore, educational involvement that fosters students' self-directed learning skills and encourages flexible learning is expected. In addition, by collaborating with multiple disciplines to provide anatomy and physiology education, the participants of this study innovated pedagogies for teaching nursing students about the usefulness of anatomy and physiology and motivated their students. Moving forward, teachers need to relate their knowledge of anatomy and physiology to actual nursing care and clinical cases and convey the importance of deeply understanding anatomy and physiology in nursing practice to support their students' active learning., Competing Interests: Declaration of Competing Interest The authors declare that they have no known competing financial interests or personal relationships that could have appeared to influence the work reported in this paper., (Copyright © 2023 Elsevier Ltd. All rights reserved.)

In 1993, an increase was observed in the spatial IQ scores of the volunteers who listened to Mozart's sonata K448 for 10 min, and this phenomenon entered the literature as the "Mozart effect." Other studies have shown that this effect is particularly evident in spatial skill tests. A large body of research has provided evidence that spatial ability is associated with success in learning anatomy. In this study, Kastamonu University Faculty of Medicine students were divided into two groups during 16-h practical training spanning 30 days. While one of the groups listened to Mozart's K448 sonata as the background music in all lessons, the control group attended the lessons in their standard form. At the end of each lesson, all students solved a modified mental rotation test including questions involving anatomical structures. Before starting the study, after the first laboratory class, on the 15th and 30th day of the study, blood samples were taken from the participants, and plasma brain-derived neurotrophic factor (BDNF) levels were determined. The effect of time on mental rotation score and plasma BDNF level was significant (p < 0.001 for both). The effect of group was also significant (p < 0.001 for both). Pairwise comparisons showed significance in the fifth, sixth, seventh, and eighth mental rotation test (p < 0.001, p = 0.041, p < 0.001, p < 0.001, respectively) and in the third (Day 15) and fourth (Day 30) BDNF measurement (p < 0.001 for both). Our findings may indicate that specific background music may be useful for anatomy teaching.

As a result of the COVID-19 pandemic, anatomy education was forced to adopt online modes of delivery. Previous research on student views revealed areas of strong preference (asynchronous lectures) and strong dislike (virtual specimens) in online anatomy courses. The current study seeks to compare the views of a single cohort of students experiencing both online and in-person undergraduate introductory anatomy and physiology courses. This comparison can highlight what students consider beneficial to their education and can inform future hybrid course offerings. Q-methodology was used to assess the opinions of students. Students sorted 41 statements on anatomy education in a quasi-normally distributed grid based on their degree of agreement with the statements. The rankings underwent a by-person factor analysis which categorized students with shared perceptions into groups. Data were collected from 246 students in the primarily online fall semester and 191 students in the primarily in-person winter semester. Analysis revealed three distinct factors (groups) in the cohort. Factor one (n = 113 (fall), n = 93 (winter)), was satisfied overall with the course materials and delivery. Factor two (n = 52 (fall), n = 18 (winter)) had a deep dislike of online learning, and factor three (n = 37 (fall), n = 49 (winter)) had a strong preference for online learning. While many students were comfortable in both online and in-person learning environments, this was not the case for all learners. The strengths and weaknesses of each teaching modality suggest the opportunity to explore hybrid learning as an option for future course offerings and specifically highlight valuable aspects to incorporate from each environment.

Mnemonic devices are memory aids that make it easier to recall information and are widely used by students studying anatomy and physiology. Simple musical instruments and toys can serve as mnemonic devices for students learning the functional anatomy of the larynx: balloons can help learners understand and recall how sound is produced; tuning pegs can help learners understand how tension affects vocal pitch; fingers on a fretboard can help learners understand how pitch is further modulated; and a common coach's whistle can demonstrate how vocal volume is controlled. Using instruments and toys engages adult learners and helps them connect complex laryngeal anatomy with previous experiences.

Introductory anatomy and physiology courses are either taught as discipline-specific courses (human anatomy and human physiology) or integrated sequences [combined human anatomy and physiology (A&P I and A&P II)]. This variation suggests there is no agreed upon pedagogical standard for teaching introductory anatomy and physiology. We surveyed undergraduate students enrolled in human anatomy, human physiology, A&P I, and A&P II to determine their course approach preference, either discipline-specific or an integrated A&P sequence, and the underlying reasons for their preferences. The literature suggests that understanding students' preferred learning environment influences learner satisfaction, level of achievement, and socioemotional adjustment in the classroom. Our qualitative analysis revealed students prefer an integrated A&P course approach to a discipline-specific sequence with "building on prior knowledge," "easier," and "increased understanding" emerging as the top reasons for their preferences. Our findings have implications for course design and curricular reforms.

Concept maps help detect misconceptions and provide revision exercises to assess comprehension once a topic has been introduced. A concept map is a schematic drawing used to show the connection among the concepts in propositional form. A concept map is a helpful tool for illustrating the relationships between main concepts and sub-concepts. The main objective of the study was to identify misconceptions about the human digestive system among higher secondary students using concept maps. The data was collected from higher secondary students XI class students) (N = 388) with the help of students' preliminary concept maps and researcher-made concept map tools. Findings of the study showed that secondary school students hold misconceptions related to the human digestive system, i.e. few (22.68%) students have misconceptions such as 'Human Digestive System is the process by which hard food is converted into simple diffusible assimilable nutrients', few (19.32%) students have misconceptions such as 'Alimentary Canal starts with the throat," etc. The present paper will help use concept maps for the identification and remediation of students' misconceptions.

Anatomy and physiology courses are sometimes seen as difficult, which can lead to a lack of motivation in students to learn and engage in the course material. Students may also see the material as "dry," have issues forming personal connections, or struggle to connect the content to the real world. These issues may lead to students not performing well in the course or feeling that the health field is not ideal for them. Popular culture, especially mainstream superheroes, can serve as an option for mending these gaps by being a gateway to connecting to many students' lives. Superheroes can be integrated into the classroom through relevant, creative, and unique examples that include clinical correlates, modern scientific innovations, and some real-life "supers" living among us. Real anatomy and physiology can still be taught and explained through discussing these "incredible" examples and also present an opportunity for students to be creative in generating their own anatomical and physiological explanations for various superpowers. Superheroes also help open the classroom up to being a place of acceptance, primarily through their secret identities, which cover a broad range of idols that students can look up to, whether it is their career or based on a character's race or sexual orientation. Professors can become the superhero in their classroom and help students become more engaged and interested in the material.

The College of Science and Health Professions offers a university preprofessional program. Like most medical schools in Saudi Arabia, the teaching delivery strategy in the university preprofessional program is on campus and face-to-face. During the month of March 2020, teaching activities of the spring semester were proceeding as normal; however, the sudden emergence of COVID-19 disturbed routine activities and compelled authorities to switch all teaching activities from face-to-face to online. Training sessions and workshops for all stakeholders on online delivery methods were arranged. Blackboard and other online facilities were utilized. All teaching materials, including newly made video clips for anatomy and physiology practicals, were uploaded on Blackboard and discussed online with students. Students' anxiety related to the exam was reassured by giving them the option of open book quizzes during summative continuous assessment. All scheduled teaching sessions, lectures, and practicals were conducted proficiently. Revision sessions and assessment quizzes were conducted with students' satisfaction. At the end of the semester, a final exam was conducted online as an open book exam. Students with technical issues while attempting the exam were given an opportunity to make up for it. After a successful final exam, the cumulative block grades showed students secured higher grades in the open book exam. Following that, the King Saud bin Abdulaziz University for Health Sciences has managed to conduct on-campus close book exams that abide by self-distancing and standard operating procedure policies.

Anatomy and Physiology (A&P) is a foundational sequence of courses required for students to complete as a prerequisite prior to admission to a range of graduate health programs and degrees, some of which include medical schools, nursing, occupational and physical therapy, exercise science, cardiovascular technologist, diagnostic medical sonography, dental hygienist, respiratory care, and radiography. While undergraduate A&P course content is fairly standard, differences in curricula, as well as differences in the student populations within these classes exist. In this paper we examine ways in which a more inclusive teaching environment can be created to support an increased sense of belonging for LGBTQIA+ students within anatomy and physiology courses, potentially leading to higher retention and success rates (Fenaughty et al. 2019; Garvey et al. 2017; National Academy of Sciences 2017; Snapp et al. 2015). Inclusive teaching has largely been absent within STEM disciplines, leading to negative perceived classroom experiences within STEM courses (Snapp et al. 2015; Garvey and Rankin 2015). Faculty can help to reduce barriers to success faced by gender and sexual minority students by growing in cultural competency, using inclusive vocabulary, and infusing their courses with accurate content that allows all students to see themselves in the curriculum.

Creative thinking is an unorthodox way of thinking to produce fresh and new ideas. Creative thinking can be trained using innovative learning strategies. This study aimed to explore creative thinking aspects in the Digital Mind Maps (DMM) created by Universitas Islam Riau, Indonesia, students who were enrolled in Human Anatomy and Physiology course. A rubric containing four aspects of creative thinking, namely fluency, flexibility, originality, and elaboration. The result of the analysis showed that fluency obtained the highest score (95.64) of all aspects, and the lowest score was reported by elaboration (61.43). Findings from this study suggest that students' DMM can be used to determine their creative thinking level because DMM contains distinguished creative thinking details. Based on the results, it can be concluded that the participants' creative thinking has been properly developed. Therefore, it is advisable for lecturers to use DMM to monitor the development of their students' creative thinking.

Human anatomy and physiology?is?considered one of the most difficult courses a student can take in a pre-health professional major in the US (Slominski, et. al., 2017). Research has revealed benefits of the use of art and anatomy within medical education, including improved clinical observational skills, greater understanding of disease and patient perspectives, and greater ability to empathize (Bell & Evans, 2014). Bell and Evans (2014) argue that observational skills are often overlooked in medical education. Use of art assignments in a graduate anatomy and physiology course will be discussed with reference to design and learning outcomes.?The purpose of this study?was to?evaluate?the relationship between art and medical education for audiology students. This study aimed to incorporate STEAM education (art assignments, the teaching effect, and community outreach) into audiology curriculum. Auburn University's Au.D. class of 2022 participated in this study, consisting of 10 students. The Student Assessment of Learning Gains (SALG) questionnaire was conducted and provided qualitative and quantitative evidence supporting the integration of art in the Doctor of Audiology curriculum. BASE (pre) and SALG (post) outcomes assessed that the use of STEAM assignments can help improve the retention of the anatomy and physiology within of the auditory system. Cross-tabulations of pre and post course responses show a positive increase in student understanding of course material. A positive perception that art assignments enhanced student confidence and clinical observation skills related to the course was observed. Many students felt they had a great gain in understanding covered topics. The effects of utilizing the teaching effect and community outreach were also positively seen by student participants. Students' opinions following coursework and cross-tabulations support a place for art in health education and healthcare.

The human nutrition model is relevant in Biology education. Researchers and policymakers propose the introduction of modelling practices in science education, including the representation of the model. Despite being scarce, previous studies have shown that the guideline given to students conditions their performance when representing their models. This study addresses how the context given to 79 preservice teachers (PSTs) in two cohorts at the end of a modelling sequence conditions the representations of the nutrition model constructed by them. The contexts were a child running and a lactose intolerant person. Written explanations and drawings of PSTs were analyzed according to the components-mechanisms-phenomena (CMP) framework. PSTs of both cohorts expressed a more developed nutrition model in a running context than in an intolerance context with respect to CMP aspects, which was shown by statistically significant differences. Therefore, the conclusion is that the context conditions the expression of the model. In this case, it was the context that appealed directly to the circulatory system and implied the use of energy, the one that led to a more complete representation of the human nutrition model.

In early 2022, the Human Anatomy & Physiology Society (HAPS) Curriculum & Instruction Lab Survey subcommittee launched the third survey of instructors for introductory undergraduate-level courses in human anatomy and physiology. This manuscript presents analyses of questions regarding the laboratory activities and learning outcomes (LOs) section of the survey and compares results to the first (2014) and second (2017) offerings of the lab survey. Laboratory instruction continues to be a valued component of anatomy and physiology instruction, although a greater variety of resources are now being used. New questions on curriculum development revealed that respondents utilize many techniques and resources to develop their curricula, though respondents at 2-year institutions report significantly lower levels of influence on their A&P curricula compared to respondents at 4-year institutions. Identification of anatomical structure LOs appeared to be prioritized over LOs for each structure's physiological role. Dissections, plastic model manipulations, use of human subjects for physiological experiments, and use of computer simulations have remained stable across all three surveys, although use of anatomical donors and computer simulations have increased over time. Collectively, we observed respondents developing intentional, outcome-directed changes to laboratory instruction while also being limited by historical practices at their institutions. Results also indicated that the COVID-19 pandemic has increased the speed at which instructors are making long-term curricular changes.

In 2022, a subset of the Human Anatomy and Physiology Society (HAPS) Curriculum & Instruction Committee administered the third offering of the HAPS lab survey. This survey included a three-part framework of (1) demographics, (2) lab activities and learning outcomes, and, (3) the impact of a global pandemic on instruction. Here we report on demographics of respondents, their institutions, and students. Survey results related to lab activities and outcomes, and COVID-19 impacts, will be addressed in subsequent manuscripts. The duration of teaching service has been stable with 54.3% to 58.3% of respondents serving at least ten years in their current position, and 88% of respondents working at a single institution. Job responsibilities focused on teaching (98.9%) as well as multiple other commitments including service and lab and/or course coordination. The number of respondents with a terminal degree increased and there has been a decrease in the percentage of respondents working at 2-year institutions, with 50% of respondents working at 4-year institutions, of which a slight majority had graduate programs. Career goals of enrolled students remained focused on allied-health and instructors indicated nursing as the most common student career goal, with a range of other careers also mentioned. Overall, the results affirmed the importance of anatomy and physiology (A&P) instruction and the multiple roles that A&P instructors serve at their institutions.

Retention of information is essential for transfer of knowledge from one course to another. Human anatomy and physiology (A&P), offered as a 2-semester course at Notre Dame of Maryland University, is a foundational prerequisite for many health-related programs. For this study the researcher attempted to quantify the knowledge retention decline in the transition from human A&P I to human A&P II. Two cohorts of female traditional college students were administered a cumulative final exam immediately on completion of human A&P I. One cohort (CS1) was given the same test 48 days later. A second cohort (CS2) was given the same test 48 days and 144 days later. There was a significant decline in retention of information in CS1, however, CS2 exhibited no significant decline at either 48 days or 144 days. Interestingly, there was no significant difference between both cohorts on the initial test, an indication that both cohorts were equivalently prepared. Further study is required to understand the disparity in retention decline between the 2 cohorts.

Muddiest point and peer instruction are evidence-based instructional practices that can be used to address student learning gaps. The purpose of this study was to determine the impact of modality (face to face or online) on student perceptions of the effectiveness of combined muddiest point and peer instruction activities in community college anatomy and physiology courses. Data was collected through end of course surveys and included quantitative and qualitative results. While there was no significant difference in student perception of anxiety or contribution to learning among face-to-face and online students, anxiety levels were low and contribution to learning was high for both groups. Both groups generally provided positive qualitative responses, but online students were more likely to provide positive feedback on muddiest point and peer instruction activities than face-to-face students. Negative responses tended to focus on wanting to work alone and dissatisfaction with classmates' contributions. This study was supported as part of the Community College Anatomy and Physiology Education Research (CAPER) project (2111119). https://doi.org/10.21692/haps.2023.023

The use of electronic media in the classroom was prevalent during the height of the COVID-19 global pandemic because it afforded the health and safety of students in blended course modalities. This project aimed to quantify the effectiveness of a three-dimensional computer-based human anatomical online platform in a blended synchronous course design. We asked our students to self-report the learning efficacy and overall student engagement of the online learning platform. We found that with intentional course design utilizing in-person anchored Zoom Buddy blended classes and a 3-D anatomy software, students reported high levels of learning efficacy and engagement in anatomy & physiology courses. The course design presented in this paper provides a viable option should we be faced with similar emergency learning situations or when course enrollments are high and class spaces are limited.

While there has been a recent focus on developing programs to support educational research by community college anatomy and physiology instructors, there is not yet an established long-term community of practice (CoPs) in this particular area. Studies of long-term CoPs, particularly in STEM education, are few and far between. This study examines College in the Schools (CIS), a long-term community of practice for high school anatomy and physiology (A&P) educators in Minnesota and Wisconsin. In addition, this study highlights the factors that attract high school A&P teachers to CIS and the possibility of creating a similar CoP for community college (CC) A&P instructors focused on educational research. It was discovered that despite their varying reasons for joining, members of CIS and CC instructors tend to participate in CoPs similarly. As a result, A&P instructors from CC who are interested in educational research could benefit from a CoP structure similar to CIS over a longer period of time.

The brain organizes somatosensory experience based on the body location from which it originated and the pathway by which in arrived. Here, I present a classroom discussion-based activity centered around the concept of a phantom limb to allow students to explore how cortical representation of sensory experience can be altered. The goal of the activity is to allow students to explore concepts surrounding plasticity of cortical representation. The mouse barrel cortex, a common model system for studying these effects, will be presented to explore potential mechanisms of the change. Finally, the students will hypothesis how the mirror box therapy can be used to ameliorate phantom limb pain without the use of pharmacological treatment. The activity is designed for second- or third-year biology or physiology majors and can be conducted in a single class period. Students can work in small groups answering questions before discussing their answers as a class. There are many opportunities to expand the discussion described.

To reduce academic dishonesty and strengthen learning outcomes, I adopted in-depth oral examinations as my benchmark and summative assessments in a Human Anatomy & Physiology course taught in an online asynchronous setting. This decision led my students and me down the transformative path of mastery learning. This was a "threshold experience" for my students who were learning how to think and express themselves as physiologists. This was also a threshold experience for me as I explored the scope of the oral examination in promoting skill acquisition while nurturing a relationship-rich learning environment. By employing "deliberate practice" principles including basic drills, one-on-one weekly check-ins, and small group recitation sessions, students exceeded benchmarks for conceptual understanding, mastery of fundamentals, and application of concepts to clinical scenarios. Students consistently reported that they were happy within this learning environment. With meticulous planning, it is possible to motivate students to learn for mastery and acquire expertise by employing oral exams as the pivotal assessment strategy in an online course thereby also making academic dishonesty almost irrelevant.

Human anatomy is a key subject area within undergraduate kinesiology programs. However, literature detailing the course structures, available resources, and teaching approaches used to deliver anatomy education in kinesiology programs is lacking. The present study sought to address this deficit by surveying instructors in Canadian university and college kinesiology programs regarding the anatomy courses they offer. The median (IQR) reported enrollment across 48 courses (40% response rate) was 165 (155) students and the mean (±SD) student/instructor ratio was 20:1 (±9) for the laboratory/tutorial sessions. Systemic or regional approaches to teaching were utilized in 39.6% of courses each, while 20.8% used both. Weekly contact times for in-person lectures and laboratories were 2.7 (±0.5) hours and 1.9 (±0.8) hours, respectively. Written assessments accounted for 64% (±20) of students' final grades, while practical tests accounted for 29% (±18). Joints and the skeletal, muscular, and nervous systems were the most covered units (>85% of courses). The most common resources available to students were atlases, plastic models, skeletons, and interactive software; human cadaver dissection was used in 7% of courses. Primary instructors for 95.5% of courses were permanent faculty/staff, but student assistants were utilized in half the courses, mostly for marking and laboratory activities. Overall, these results add considerably to the literature from allied health disciplines and fill a deficit in studies on the teaching methods and resources used for human anatomy education within Canadian undergraduate kinesiology programs. Accordingly, these findings may be used to inform curriculum design and best practices in anatomy course delivery.

During the COVID-19 pandemic, it was suddenly necessary to shift college courses online. Many instructors without experience teaching online were faced with decisions about how to structure their courses and support students during the pandemic. In the three introductory STEM courses described in this article, instructors chose to include online teamwork activities. In this study, we have surveyed the students about their experiences participating in active learning teamwork activities in online computer science or human anatomy and physiology courses during the COVID-19 pandemic. The overwhelming majority of students rated the experience of their team as positive. Most students cited interpersonal interactions, productivity, or team members' equal contributions as reasons for their positive rating of the team. In all of these courses, students reported benefits of the experience to include teamwork, connections, and communication. Overall, instructors in these three introductory STEM courses felt positively about structuring their online courses to include teamwork learning activities and appreciated the community and connection benefits for students.

The purpose of this collaborative action research project was to examine eighth- and ninth-grade female (assigned at birth) students' perspectives of their singing voice when implementing a practitioner/researcher designed curriculum titled "Supporting Adolescent Female Vocal Development: Teaching Anatomy and Physiology in the Middle School Choral Classroom." The curriculum, designed specifically for the adolescent female voice, contained the following four units: the respiratory system, the larynx, the digestive system, and the skeletal system. The action research method, which contained four feedback loops, allowed us to assess, refine, and revise the curriculum to meet the needs of this specific group of adolescents. Salient themes that emerged from the data included participants' perceptions of breath, passaggio, vocal range, vocal tone, feedback, and confidence. Overall, participants reported positive experiences throughout the unit; however, challenges emerged when we provided individual feedback and introduced complex terminology associated with vocal anatomy. Implications for practice include prioritizing a process-oriented curriculum theoretically grounded in the anatomy and physiology of the voice to serve the needs of adolescent singers.

STEM undergraduates navigate lengthy sequences of prerequisite courses covering volumes of science content. Given that these courses may contribute to attrition and equity gaps in STEM, research is needed to test the assumption that prerequisite content benefits students in their future studies and careers. We investigated the relevance of prerequisite course content for students' careers through semistructured interviews with practicing nurses regarding their undergraduate anatomy and physiology (A&P) courses. Nurses reported that A&P content does not align with the skills and knowledge needed in the nursing profession. Interviewees averaged 39% on a brief A&P assessment, suggesting A&P prerequisites failed to impart a high degree of long-term A&P knowledge among nurses. Further, practicing nurses perceived overcommitment to A&P content coverage as an exclusionary practice that eliminates capable individuals from the prenursing pathway. These findings challenge assumptions surrounding the justification for prerequisite course content and raise questions of whether content expectations actively exclude individuals from STEM or healthcare careers. We aspire for this study to stimulate conversation and research about the goals of prerequisite content, who is best positioned to articulate prerequisite content objectives, and the influence of content coverage on equity and justice in undergraduate STEM education.

Among the basic medical sciences, anatomy and physiology (anatomy & physiology) is a fundamental subject for students majoring in nursing. Due to its diversity and difficulty, nursing students experience stress when studying it. Previous graduates generally presented lower achievements in anatomy & physiology than in other nursing-related subjects in the National Council Licensure Examination-Registered Nurse, indicating that anatomy & physiology education requires improvement. Accordingly, we examined the impact of innovative teaching on students' motivation and performance when learning anatomy & physiology through a quasi-experimental pre-/post-test design. For innovative teaching, we used the novel interactive audio human organ model, followed by team-based learning. The participants were 200 lower-grade students in the nursing department of a junior college in Taiwan, divided into two groups receiving innovative teaching (experimental group) or traditional teaching (control group). Questionnaire surveys were administered, and the collected data were statistically analyzed. The innovative teaching in anatomy & physiology improved learning motivation, especially in terms of affect, executive volition, and learning performance. The essential components of learning motivation, such as value, expectation, affect, and executive volition, were positively correlated with the reaction levels of learning performance. Regarding the improvement in academic performance, the experimental group performed significantly better than the control group. The use of innovative teaching in class enhances students' learning motivation and learning performance when studying anatomy & physiology. Interactive teaching aids enhance the enjoyment of learning anatomy & physiology while facilitating in-depth exploration of the human organs and systems.

Blended online and digital learning includes a variety of activities that combine engaging classroom-based education with online learning. The aim of this study is to evaluate undergraduate students' perceptions of a blended online and digital curriculum for anatomy and physiology in the nursing degree program. A quantitative methodology was used with a sample of 100 undergraduate nursing students from a single Australian University. Descriptive statistics are and presented in this article. Of the 100 participants, 90% were enrolled in the standard mode compared to 10% in a flexible mode of delivery. Results indicated that 29% of participants preferred laboratory classes as having the most impact. Participants (46%) also agreed that recorded lectures were useful, with 36% indicating that the online platform was easy to navigate going as far as wanting more online quizzes (49%). More than half of the participants (54%) acknowledged that anatomy and physiology was important for their future careers. The blended online and digital learner preferences in delivering anatomy and physiology-related courses should be adjusted in order for learning to be effective for undergraduate students in the future.

This paper focuses on the short, but brilliant career of the Australian anatomist and medical educator, John Irvine Hunter. Hunter's biography is presented within the context of the early twentieth century anatomy and medical education. John Irvine Hunter was not only the youngest ever Professor of Anatomy at the University of Sydney, but he was also undeniably brilliant with regard to teaching and researching anatomy, physiology and anthropology. While his short career answered many questions in these fields, it raised more questions regarding what Hunter may have accomplished if only he had been given the chance. These unanswered questions have spawned what we now affectionately refer to as the "Hunter Legend". His most ambitious work on the dual innervation of striated muscle, while eventually disproven, formed an important stepping-stone in the bridging of anatomy and physiology. His thought-provoking concepts were viewed with much intrigue, and at the time were very well received. CONCLUSION: Hunter remains one of the most prominent and inspiring figures in the history of Australian anatomy and medicine., (Copyright © 2020 by Academy of Sciences and Arts of Bosnia and Herzegovina.)

This study aims to document the historical conceptualization of the inner ear as the anatomical location for the appreciation of sound at a continuum of frequencies and to examine the evolution of concepts of tonotopic organization to our current understanding. Primary sources used are from the sixth century BCE through the twentieth century CE. Each work/reference was analyzed from two points of view: to understand the conception of hearing and the role of the inner ear and to define the main evidential method. The dependence on theory alone in the ancient world led to inaccurate conceptualization of the mechanism of hearing. In the sixteenth century, Galileo described the physical and mathematical basis of resonance. The first theory of tonotopic organization, advanced in the seventeenth century, was that high-frequency sound is mediated at the apex of the cochlea and low-frequency at the base of the cochlea. In the eighteenth and nineteenth centuries, more accurate anatomical information was developed which led to what we now know is the accurate view of tonotopic organization: the high-frequency sound is mediated at the base and low-frequency sound at the apex. The electrical responses of the ear discovered in 1930 allowed for physiological studies that were consistent with the concept of a high to low tone sensitivity continuum from base to apex. In the mid-twentieth century, physical observations of models and anatomical specimens confirmed the findings of greater sensitivity to high tones at the base and low tones at the apex and, further, demonstrated that for high-intensity sound, there was a spread of effect through the entire cochlea, more so for low-frequency tones than for high tones. Animal and human behavioral studies provided empirical proof that sound is mediated at a continuum of frequencies from high tones at the base through low tones at the apex of the cochlea. Current understanding of the tonotopic organization of the inner ear with regard to pure tones is the result of the acquisition over time of knowledge of acoustics and the anatomy, physical properties, and physiology of the inner ear, with the ultimate verification being behavioral studies. Examination of this complex evolution leads to understanding of the way each approach and evidential method through time draws upon previously developed knowledge, with behavioral studies providing empirical verification.

Science-education literature is replete with studies examining how students learn anatomy most effectively and efficiently. Some researchers have found that students learn best through hands-on learning, whereas other investigators have concluded students rate both computer and hands-on learning as effective and enjoyable. No study to date, however, has examined anatomical learning of preservice music education students on anatomical and physiological knowledge of the larynx. Therefore, the purpose of this investigation was to examine the effectiveness of virtual versus laboratory dissection in learning anatomy of the laryngeal structure for preservice music educators in a vocal pedagogy course. University students (N = 26) were given a pretest on laryngeal physiology and anatomy. Thereafter, the first group (n = 13) attended five 1-hour sessions of laryngeal dissection in a cadaver lab. The second group (n = 13) attended five 1-hour sessions in a computer lab equipped with Physiology and Anatomy Revealed, version 3.0 (McGraw Hill, New York, NY), a computer software program designed to simulate the dissection experience. Two days after finishing the laboratory or virtual dissection experience, each group was given a posttest. Perceptions were also gathered through a short questionnaire following the posttest. Results indicated that student knowledge and perceptions varied widely. All participants showed improved scores from pre- to posttest measures; however, scores were not significantly different between groups. Results are discussed in terms of feasibility of such a learning mode and importance of dissection experiences in understanding human anatomy as well impact on future music educators' teaching practice., (Copyright © 2018 The Voice Foundation. Published by Elsevier Inc. All rights reserved.)

The purpose of this service-learning action research study was to develop and investigate after-school individualised vocal lessons for secondary students aged 14-18 years (n = 15) taught by preservice music educators (PMEs) (n = 12) in the United States. In service learning, all parties should benefit from the experience while addressing curricular and community needs. Therefore, our intentions were to: (a) improve secondary student preparedness for solo experiences, (b) provide an authentic teaching experience to improve the quality of instruction given by PMEs, and (c) develop a mutually beneficial and collaborative service-learning experience. The following themes emerged from the data: (a) perceptions of teaching disposition -- such as confidence, interpersonal skills and enthusiasm; (b) perceptions of teaching skills -- such as student engagement, questioning techniques and responsive teaching; and (c) perceptions of pedagogical content knowledge -- such as vocal anatomy, physiology and pedagogy.

The California Blackworm ("Lumbriculus variegatus") is a freshwater segmented worm species that has been used by biology instructors as a model system for inquiry-based student investigations. The blackworm dorsal blood vessel pulsation rate is easily quantified. Moreover, this species can facilitate the study of neuromuscular functioning via its photosensitive escape behavior which can be quantified as a segmental reflex rate. Both of these variables can be used to examine the physiological response of the "L. variegatus" circulatory and neuromuscular systems to environmental changes. Because knowledge about this species and its optimal environmental conditions is limited, we studied dorsal vessel pulsation and segmental reflexes of "L. variegatus" maintained at differing lighting, temperature and water cleaning frequency conditions. Our data strongly indicate that "L. variegatus" circulatory and motor functions are significantly affected by environmental conditions. We provide evidence-based recommendations for the careful control of environmental conditions that will allow instructors, students and researchers to collect robust data on "L. variegatus" and better utilize this model organism in their investigations.

Recently, we saw a forced transition in educational practice from traditional methods to online and virtual learning as higher education, along with nearly all aspects of society, was disrupted due to the COVID-19 pandemic. As many of us have returned to face-to-face instruction, questions remain regarding modes of instruction and what forms of presentation are preferred among students. This study was done to gain the students' perspective on the presentation of content in an undergraduate human anatomy and physiology course by surveying students both before and after the pandemic. Students were asked about their preferences regarding presentation of new material, conceptual and non-conceptual, and options to review content from the lecture or laboratory portions of the course. Our results indicate that, despite a trend toward virtual instruction and despite finding more students post-pandemic seemingly more comfortable with independent study, traditional educational methods such as face-to-face PowerPoint presentations and additional time in the laboratory are still valued by students.

Understanding the key physiology and anatomy of the brain, and the mechanisms underlying dementia, represents essential components within a medical curriculum. This study assessed the implementation feasibility of an augmented reality (AR) three-dimensional (3D) brain visualisation learning mode and the knowledge improvements in medical students when compared to a text-based pamphlet. The pamphlet group learnt from a double-sided information pamphlet, while the AR group used an AR app. In AR, participants held a cube in front of the camera on the tablet, rendered on-screen as a 3D brain model, and received a narrated lesson containing the same information as the pamphlet verbatim. Both resources were also evaluated for perceived usefulness via pre-post tests and written survey. A total of 24 students participated in the study. A significant overall difference in knowledge scores (p < 0.001) was found for all participants but without significant differences between groups. Prior education was a significant covariate for pre-post change (p = 0.016) across all participants but had no impact on group outcomes. Positive feedback was received on both resources where the majority perceived them as easy to use, enjoyable, and helped develop their knowledge of dementia. Both the text-based pamphlet and AR delivery modes improved knowledge, although neither was significantly superior to the other. However, the AR lesson was perceived highly for learning, and has the potential for implementation within a medical programme.

The Mobile Fact and Concept Textbook System (MoFaCTS) is an individualized online tutoring system designed to increase information comprehension and retention. It is being implemented in community college anatomy and physiology (A&P) courses for further system development. A&P was selected because it is a very challenging and highly in demand course. MoFaCTS was used to create Cloze (fill-in-the-blank) questions from the course text which students use to practice the course material. The system provides correction and feedback to the student, repeating questions to improve recall. The system also produces detailed progress reports for both faculty and students. A survey given to students showed a moderately positive impression of the systems, with A&P II students responding more positively on some survey items.

Supplemental instruction (SI) has been shown to be effective in increasing student success in a wide variety of disciplines. Our study investigated the impact of the number of SI sessions attended on student success on exams and the effectiveness of remote SI compared to face-to-face (FTF) SI. Data were gathered for nearly 1,200 students enrolled in the first semester of a sophomore-level anatomy and physiology course at the University of Nebraska at Kearney (UNK). The number of SI sessions each student attended, if any, prior to each exam was compared to exam performance. Results for 2013-2017 demonstrated that attending even one SI session had a positive impact on exam performance, and an increase in exam performance was seen with additional SI attendance up to three sessions prior to each exam. We took advantage of the remote SI offered in the Fall of 2020, due to COVID-19, to investigate a potential effect of delivery format on SI effectiveness. There was no difference in exam performance for students attending SI FTF (2019) compared to students attending remote SI (2020), while attending SI in either format was associated with better exam scores. Our study is unique in examining the effectiveness of SI attendance at the level of individual exam performance and adds to the body of evidence that SI, whether FTF or remote, is effective in improving student success.

Reflections on the efficacy of pedagogical changes and practices and their effect on student performance are often hindered by incomplete data, small sample sizes, and the confounding variables of multiple instructors and teaching sites. Observations from such retrospective analyses, however, are highly sought after by instructors and administrators interested in what methods significantly enhance student learning and comparisons of student success across instructors and institutions. Compilation of student data from ten years of Human Anatomy and Physiology I at the University of Mississippi enabled statistical analyses of how changes in course design over ten years of instruction, including remote instruction during the COVID-19 pandemic, were associated with student engagement and performance in Human A&P I with a large data set (n=3305) from students taught by a single instructor. Univariate analysis of variance, bivariate correlation, and discriminant function analysis (DFA) tests revealed multiple significant differences over time. Specifically, the DFA indicated that 89.5% (Discriminant Function 1) of the variation in overall course performance (i.e., letter grade) is explained by student performance variables of exam average, lab practical average, lab quiz average, and the number of Supplemental Instruction (SI) sessions attended. For Discriminant Function 2, 8.1% of the variation is explained by student engagement variables of the number of missed lecture assignments, lab assignments, and online assignments. Institutionally, these results will be used to continue effective course practices, identify engagement strategies that enhance student motivation and reduce anxiety, and develop a performance dashboard that will both identify struggling students and coach students towards success in A&P.

Online teaching of university courses to a large number of students is a major challenge in both its execution and evaluation. The proposed model for solving the logistical issues of these courses is based on using the Wiki tool in the Blackboard learning management system (LMS) to facilitate the submission and evaluation of student essays. The Test tool also permits the collection of confidential peer evaluation based on criteria established by the professor. 220 students studying Human Anatomy and Physiology (A&P) were divided into random groups of 5 by Blackboard to undertake and submit a dissertation on one of 5 different topics and, secondly, to evaluate the work of their teammates. The assessments were collected, calculated, and validated by the professor and teaching assistant in Microsoft Excel® and submitted to the Blackboard Grade Center. A survey among students after the course showed a high degree of satisfaction with the criteria related to the completion of the dissertation and peer review assignment, as a method of learning.

The current study examines if participants completing an early online academic orientation display significantly higher levels of achievement in anatomy and physiology (A&P) compared to those who do not complete this orientation. The study involves a sample of first year nursing students in a private Catholic college in a major midwestern city in the United States. A bivariate model indicates that success in A&P is significantly associated with composite test of essential academic skills scores (TEAS scores) and composite ACT scores. The bivariate model reflects those students who attend an early online academic orientation have significantly higher levels of achievement in an A&P course relative to those that do not. Future research may benefit from a mixed-methods design that might include a qualitative piece incorporating student perspectives regarding why attending an early academic orientation might be associated with higher achievement outcomes in A&P relative to those who do not attend such an orientation.

Delivering Anatomy & Physiology (A&P) labs online became necessary in the spring of 2020 due to the COVID-19 pandemic. For four semesters (Summer 2020 through Summer 2021), our A&P1 and A&P2 labs were instructed in a virtual format. Each lab session included a one-hour synchronous session led by teaching assistants followed by at-home lab activities performed independently by students. Formative lab practice assignments were provided, and summative lab assessments were conducted weekly. Student performance in these online A&P1 labs was similar to performance during in-person labs, although more students failed or withdrew from the combined A&P1 lecture and lab course in the online environment compared to in-person. A&P2 performance data were very similar online versus in-person for both the A&P2 lab and the combined A&P2 lecture and lab course. Overall, our experience supports the conclusion that course modality is not the central factor in determining student success.

One of the most challenging aspects of teaching anatomy and physiology is using teaching tools that enhance active learning and keep students actively engaged during the lecture courses. This study explored the use of a student response system that was easy to use, cost-efficient, and re-usable for multiple anatomy and physiology courses. More specifically, the impact of i>clickers on student performance in anatomy and physiology courses was investigated by comparing exam scores before and after the introduction of i>clickers. This study showed that the use of i>clickers during the lecture courses increased student engagement and improved the performance of students on the lecture exams covering the respiratory, digestive, urinary, reproductive, lymphatic, and immune systems. The overall performance of students in the anatomy and physiology lecture courses had also a tendency to increase. Furthermore, student feedback regarding i>clicker use was highly positive.

Learning physiology requires students to apply physical and chemical principles to the study of biological systems. Unfortunately, many undergraduate anatomy and physiology (A&P) students are unprepared for this due to a lack of prerequisite knowledge in physics and chemistry. This lack of prerequisite knowledge of chemistry and physics makes learning physiology especially difficult and may contribute to the high failure rates among A&P courses nationwide. However, undergraduate physiology courses catering to biology majors often require more stringent chemistry and physics prerequisites that help prepare students to learn physiology. This study compared prerequisite requirements in chemistry and physics between A&P classes for health-related majors and physiology classes for biology majors across numerous four-year institutions and found striking differences in prerequisite preparation between the two groups. 62% of physiology courses for biology majors required a chemistry prerequisite while only 18% of A&P classes for health-related majors had the same requirement. As a result, students entering physiology courses for biology majors may have a better foundation upon which to learn physiology than students entering A&P for health-related majors.

Motivation is one of the keys to success in challenging courses such as human anatomy and physiology (A&P) and may occur in the form of intrinsic motivation (IM, motivation for enjoyment), extrinsic motivation (EM, motivation for reward), and/or amotivation (AM, lack of motivation). The goal of this study was to identify ways of supporting student success in A&P by identifying sources of motivation correlated with increased performance and determining if motivational efforts change. Three surveys, including the Motivated Strategies for Learning Questionnaire developed by Pintrich in 1990, were administered to students enrolled in A&P I at the University of Mississippi during the fall semester of 2021. Relevant survey questions were categorized to source of motivation and summed motivation scores for each student were analyzed for correlations with student performance on major assessments in the course. EM was not correlated with any assessment score while AM (assessed only on the second survey) was negatively correlated with all assessment scores. IM scores from survey 1 were not correlated with any assessment score. IM scores from survey 2 were positively correlated with exam 1 and 4 scores as well as the total earned course score. IM scores from survey 3 were positively correlated will all assessment scores. For students accustomed to the rewards from EM, IM may be a latent variable that is only accessed by the individual when needed. Further, educators can promote student achievement by guiding students to identify and use IM early and consistently throughout the course.

Critical thinking and problem-solving skills are necessary skills in the 21st century learning. However, the initial tests of students' critical thinking and problem-solving skills showed low scores. Therefore, the purpose of this study was to improve students' critical thinking and problem-solving skills through the POGIL (Process Oriented Guided Inquiry Learning) model combined with a digital mind map based on online learning. This study uses the Classroom Action Research (CAR) method following the design of Kemmis & McTaggart, which consists of 4 stages, namely planning, implementing the action, observing, and reflecting. The stages of the POGIL model consist of orientation, exploration, concept formation combined with making digital mind maps, applications, and closings. The research subjects were students of class XI MIPA 4 of SMAN 2 Malang, totaling 28 students which consisted of twenty girls and eight boys. The percentage of critical thinking skills achievement increased by 29.61% from 66.87% in the first cycle to 86.67% in the second cycle. Problem-solving skills increased by 22.16% from 70.27% in the first cycle to 85.84% in the second cycle. The results showed that the POGIL model combined with a digital mind map based on online learning could improve students' critical thinking and problem-solving skills.

The Mobile Fact and Concept Textbook System (MoFaCTS) is an individualized online tutoring system designed to increase information comprehension and retention. It is being implemented in community college anatomy and physiology (A&P) courses for further system development. A&P was selected because it is a very challenging and highly in demand course. MoFaCTS was used to create Cloze (fill-in-the-blank) questions from the course text which students use to practice the course material. The system provides correction and feedback to the student, repeating questions to improve recall. The system also produces detailed progress reports for both faculty and students. A survey given to students showed a moderately positive impression of the systems, with A&P II students responding more positively on some survey items. [This article was published in "HAPS Educator" (EJ1361207).]

Pedagogical agents have been designed to support the significant challenges that learners face when self-regulating in advanced learning environments. Evidence suggests differences in learners' prior skills and abilities, in conjunction with excessive didactic support, can cause overreliance on these external aids, which in turn prevents deeper learning, and pedagogical agents can provide tailored scaffolding to accommodate learners' individual needs. However, there is less evidence about the impact of abstract scaffolding, such as the sharing of non-verbal metacognitive information via a pedagogical agent's facial expressions, on self-regulated learning. To assess factors in the passing of non-verbal metacognitive information via pedagogical agents in a multimedia learning environment, we used growth modeling with self-reports, eye-tracking, and log-file data collected from fifty (n = 50) undergraduates at a large North American university as they learned about human body systems while using MetaTutor-IVH, a multimedia learning environment with a pedagogical agent. We controlled for participant characteristics (perceived utility of emotions for self- and other-centered positive and negative emotions) and characteristics of the metacognitive monitoring information provided by a pedagogical agent (expression type and expression congruency) to assess factors in non-verbally communicating metacognitive information. Results suggest that learners attend to pedagogical agents less over time, but this rate of change is weaker when an agent is providing an expression that is congruent with the ground truth of the environment. Further, only the perceived information utility of other-centered negative emotions has a significant effect on this duration, suggesting learners are driven to consult pedagogical agents to avoid embarrassment or shame. We discuss design implications of these findings for technology-based learning environments.