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In this study, we evaluated the effectiveness of a two-week pre-anatomy and physiology workshop intended to contribute to student success in anatomy and physiology. The study showed that workshop participants had significantly higher post-test scores, better study habits, and generally felt more confident or prepared for anatomy and physiology. The workshop participants also reported that they understood membrane transport the least and organization of the body the most, information that may be useful in anatomy and physiology curriculum development. Preliminary studies also show that students that participated in the workshop performed significantly better than the general student body, with lower attrition rates in anatomy and physiology.

This study assessed the effectiveness of the introduction of active learning exercises into the anatomy and physiologycurriculum in a community college setting. Specifically, the incorporation of a spirometry-based respiratoryphysiology lab resulted in improved student performance in two concepts (respiratory volumes and the hallmarks ofrespiratory diseases) but not a third (the relationship between volume, pressure and airflow). Anonymous post-labsurveys indicated that the modification increased student’s interest in the subject and encouraged interactive learningas well as the use of technology in the classroom. However, although test sections outperformed control sections inthe lab midterm, the difference was statistically insignificant, presumably due to the fact that respiratory conceptsonly accounted for less than 20% of the exam.

This article describes the effectiveness of open note quizzes in improving student outcomes in an introductory Human Anatomy and Physiology course. Results are discussed within the context of a teaching strategy called LETME (Link, Extract, Transform, Monitor and Extend), which was specifically developed for at risk community college students. The use of open note quizzes not only helped students monitor their progress, but also with note taking as they extracted and transformed information from the textbook and other sources. It also enabled them to link this information to previous knowledge and extend it to new concepts. In addition to achieving significantly higher test scores in the five lecture tests and overall grades, students exposed to LETME reported slightly better study habits in monitoring their own performance and their independent study skills. For instance, surveys indicated that they were more likely to use their textbook, take notes and be involved with study groups. The experimental group also reported that the open note quizzes helped them in preparing for exams and mastering the course. Students in the experimental group were also more likely to complete the course than the general student population.