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Undergraduate student test scores are higher after separate anatomy and physiology compared to integrated A&P
Author(s) -
Anchordoquy Hannah
Publication year - 2011
Publication title -
the faseb journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.709
H-Index - 277
eISSN - 1530-6860
pISSN - 0892-6638
DOI - 10.1096/fasebj.25.1_supplement.10.4
Subject(s) - test (biology) , physiology , cohort , psychology , medicine , medical education , anatomy , biology , paleontology
This study took advantage of a curricular shift from A&P taught as an integrated, two semester series to anatomy and physiology offered as separate, semester‐long courses to examine which course structure produces better student outcomes. Students completing an integrated A&P series received a cumulative multiple choice exam generated from a published testbank. The mean score for the integrated A&P students (‘06–07, n = 58) was 53%. After the shift to separate anatomy and physiology courses (same content, delivery and instructor, ‘07–08, n = 55), students received the same exam. Scores for this student cohort increased (mean = 59.6%, p = 0.026). Several problems plagued the first offering of separated anatomy and physiology, so I gave the same exam the following year (‘08–09, n = 40). There was no significant improvement between the ‘07–08 and ‘08–09 separate A+P results. Students repeating the courses were excluded from this analysis, as were students who did not complete both semesters. These results indicate that student outcomes improve when anatomy and physiology content is taught separately. Multiple factors may contribute to the observed improvement, including increased reiteration of material, improved ability to focus on major anatomical or physiological themes, or reduced “gear shifting” as students are no longer required to switch from anatomical to physiological content and back.