Open AccessStudent preference for course approach to pedagogically different methodologies in anatomy and physiology
Author(s) -
Jessica A. Adams,
Bryan M. Dewsbury
Publication year - 2022
Publication title -
advances in physiology education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.501
H-Index - 60
eISSN - 1522-1229
pISSN - 1043-4046
DOI - 10.1152/advan.00137.2020
Subject(s) - human anatomy , socioemotional selectivity theory , preference , physiology , psychology , human physiology , mathematics education , medical education , anatomy , biology , medicine , neuroscience , economics , microeconomics
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.