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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.

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.

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.

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.

The integrated mechanisms of heart contraction are some of the most complex processes for undergraduate biomedical students to understand. Visual models have the potential to enhance learning environments by providing visual representations of complex mechanisms. Despite their benefits, the use of visual models in undergraduate classrooms is still limited. For this study, we tested the effect of a learning sequence of activities related to the cardiac cycle using an augmented reality (AR) application for smartphones and tablets. We were interested in understanding the ability of students to draw and label figures reflecting cardiac function after experiencing the learning sequence using AR. Undergraduate students of the biomedical sciences (control n = 43, experimental n = 58) were enrolled in the course, and their drawings were evaluated using multiple levels of complexity (1 = basic to 5 = complex) through a pre-/posttest structure that included a learning sequence based on AR in the experimental group and regular lecture-based activities in the control group. The complexity of students' drawings was evaluated on the anatomical, physiological, and molecular aspects of heart contraction. We used Cohen's kappa index for interrater reliability when determining the complexity of drawings. Control and experimental groups showed no differences in baseline knowledge (preexamination quiz). The students who experienced the AR activities showed an increase in the complexity of representation levels in posttest results and also showed a significant difference in scores for the final exam in the heart physiology course. Our results indicate that using AR enhances the comprehension of anatomical and physiological concepts of the cardiac cycle for undergraduate biomedical students.

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.

Students from three undergraduate programs at James Cook University, Queensland, Australia, studying combined first-year anatomy and physiology courses, showed different academic achievement in physiology. Physiotherapy students were more active and social when completing learning tasks and achieved significantly higher grades in physiology compared with students enrolled in Sport and Exercise Science and Occupational Therapy programs. To promote academic engagement and achievement by all three groups, discussion questions, case studies, and study guides were included. The aim of this study was to investigate the effectiveness of using these modified resources to promote active learning, enhance academic social interactions, and provide a supportive learning environment. The occupational therapy students showed increased academic achievement (from 57.9 to 66.5%) following implementation of the new resources, but there was no change in the already high-performing physiotherapy students (73.1%) and, more concerningly, the sport and exercise science students (from 54.6 to 56.7%). Fewer sport and exercise science students had prior learning in chemistry (30.4% of participants) and also spent little time outside class studying (8 h/wk), compared with the physiotherapy cohort (70.0% chemistry; 13 h/wk studying). Findings of this research demonstrate that creating a supportive and active learning environment are important factors in promoting the learning of physiology for some cohorts. Background knowledge, academic self-regulatory skills, and the experience of teaching staff are factors that must be considered when endeavoring to increase student academic achievement. Future studies should examine the effect of students' academic self-regulation and the use of remedial chemistry classes when learning physiology.

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).]

Determining the level of difficulty and student development is important in the learning continuum, especially the anatomical and physiological aspects. This study aimed to collect teachers' opinions about the learning continuum of anatomical and physiological aspects based on its difficulty level. This survey research was conducted in the cities of Bantul and Yogyakarta using a questionnaire. The selection of respondents through convenience sampling, totaling 111 teachers consisting of 68 junior high school science teachers and 43 junior high school biology teachers. The data were analyzed using descriptive statistics to determine the mode of teachers' opinions. The results of this study indicate that the learning continuum in grade X of senior high school based on difficulty level in anatomical and physiological aspects, especially multicellular and unicellular concept has not yet been formed, with the difficulty at level 4. Therefore it is necessary to the provision of subject matter is sorted from easy to difficult and adjusted to the level of development of students at each level.

Fine needle puncture (FNP) is a widespread technique used to collect cellular samples. Its efficiency can be enhanced by the use of ultrasonography to guide the procedure. Ultrasound-guided FNP is therefore an operator-dependent exam. For this reason, it demands the acquisition of psychomotor skill, ability to recognize structures, and dexterity during the needle puncture. This study describes the development of an artisanal simulator made with gelatin to replace the use of live animals during practical classes in veterinary or medical sciences education. The experimental set consisted of three phases in which the student performed different tasks such as recognition of the target structure with ultrasound and injection of ink (phase 1) or aspiration (phase 2) of its content and evaluation of a parenchymatous organ (liver) and puncture of its surface (phase 3). A survey on the acceptance of the model was carried out, and students filled out a questionnaire elaborated with the visual analog scale system. Participants considered the artisanal model a strong method to teach ultrasound-guided FNP. Other attractive advantages of this simulator are the low manufacturing costs (compared with expensive high-technology devices) and the possibility to replace the use of live animals in practical classes.

Medical graduates are expected to apply scientific principles and explain the processes underlying common and important diseases. Evidence shows that integrated medical curricula, which deliver biomedical science within the context of clinical cases, facilitate student learning in preparation for practice. However, research has also shown that the student's perception of their knowledge can be lower in integrated compared to traditional courses. Thus the development of teaching methods to support both integrated learning and build student confidence in clinical reasoning is a priority. In this study, we describe the use of an audience response system to support active learning in large classes. Sessions, delivered by medical faculty from both academic and clinical backgrounds, were designed to build on the knowledge of the respiratory system in both health and disease through the interpretation of clinical cases. Results showed that student engagement was high throughout the session and students strongly agreed that the application of knowledge to real-life cases was a better way to understand clinical reasoning. Qualitative free text comments revealed that students liked the link between theory and practice and the active, integrated method of learning. In summary, this study describes a relatively simple but highly effective way of delivering integrated medical science teaching, in this case respiratory medicine, to improve student confidence in clinical reasoning. This educational approach was applied within the early years of the curriculum in preparation for teaching within a hospital setting, but the format could be applied across many different settings.

Contextual features of assessments can influence the ideas students draw from and the ways they assemble knowledge. We used a mixed-methods approach to explore how surface-level item context impacts student reasoning. In study 1, we developed an isomorphic survey to capture student reasoning about fluid dynamics, a crosscutting phenomenon, in two item contexts (blood vessels, water pipes), and administered the survey to students in two different course contexts: human anatomy and physiology (HA&P) and physics. We observed a significant difference in two of 16 between-context comparisons and a significant difference in how HA&P students responded to our survey compared with physics students. In study 2, we conducted interviews with HA&P students to explore our findings from study 1. Using the resources and framing theoretical framework, we found that HA&P students responding to the blood vessel protocol used teleological cognitive resources more frequently compared with HA&P students responding to the water pipes version. Further, students reasoning about water pipes spontaneously introduced HA&P content. Our findings support a dynamic model of cognition and align with previous work suggesting item context impacts student reasoning. These results also underscore a need for instructors to recognize the impact of context on student reasoning about crosscutting phenomena.

3D printing is a widely used technology in a number of STEM fields and can be incorporated into undergraduate education in order to engage students in active learning. Using the Technological Pedagogical Content Knowledge (TPACK) framework, this study examined student perceptions of completing 3D printing of a physical model in two different Biology courses, Anatomy and Physiology and Molecular Biology. Students completed surveys before and after engaging in a semester-long 3D printing project. Demographic information was also collected in order to assess student perceptions based on race and sex. Students reported increased confidence with 3D printing technology after completing their projects, and this effect occurred similarly across race and sex. Student attitudes towards their 3D printing experience were overwhelmingly positive, with general interest and excitement being the most common themes. These results suggest that 3D printing projects can be successfully implemented in undergraduate courses and generate positive student outcomes. Engaging women and underrepresented minority students with 3D printing technology may have significant implications for retention of these students in STEM programs.

This article presents an educational experience with 30 high school students based on the flipped classroom methodology and inquiry-based learning on aspects related to the pathophysiology of the digestive system during the 2017/2018 academic year. The main goal of this study was to investigate the effectiveness and acceptability of the flipped classroom approach at this educational level. This study was also used to assess the level of inquiry competence that high school students present when they have to carry out a research project and the main difficulties encountered in carrying it out. The results of the study show that the experience was clearly positive, since there was not only a significant improvement in student learning but also greater autonomy for students to work with the content, prepare for classes and actively participate in the tasks or practical activities that take place in the classroom, demonstrating its applicability in high school classrooms. The results also indicate that the students perceived advantages in their learning after experiencing the flipped classroom pedagogical model. Most of the students presented serious difficulties in carrying out their research work, probably due to a lack of experience when facing each of the stages that make up the process of inquiry.

Brief periods of wakeful resting have a positive effect on memory consolidation. To test the impact of mindful breathing exercises on the retention of new knowledge in a science class, we assigned lab sessions of Anatomy and Physiology I and II randomly to the intervention group or control group. During teaching periods, the intervention group lab sessions integrated mindfulness breaks by having students participate in guided breathing exercises every 25-30 minutes. With one exception, the average scores on the weekly retention quizzes taken at the end of the lab sessions were higher for the intervention group compared with the control group for all quizzes in both Anatomy and Physiology I and II. However, there was no significant difference in the average score between the intervention and control groups on formal quizzes and exams. Future studies should evaluate whether mindfulness techniques, such as mindful breathing exercises, used before exams lead to improved exam scores.