Theses and Dissertations at Montana State University (MSU)
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Item How does the use of the anatomage table impact student learning of anatomy and physiology concepts?(Montana State University - Bozeman, College of Letters & Science, 2021) Keegan, Emily; Chairperson, Graduate Committee: Greg FrancisAnatomy and Physiology is a class that relies heavily on visual models. In this study, the use of the Anatomage table was used during the skeletal system and muscular system units. A comparison group did not use the table for their lab in the first unit, and an experimental group used the table. During the second unit, the groups switched so that all students got to experience working with the table in at least one unit. Pre and post-test data, surveys, interviews, and retention tests were used as data collection tools. The results suggest that the Anatomage table has benefits for some students, especially in identifying and applying the knowledge acquired in the units. It had less of an impact on written test scores, especially in higher achieving students.Item An analysis of hands-on medical experience and student engagement in the science classroom(Montana State University - Bozeman, College of Letters & Science, 2019) Wood, Jerilyn J.; Chairperson, Graduate Committee: Greg FrancisOver a period of six months, students in the Chinook anatomy and physiology class learned EMT training skill and completed work-based learning experiences, such as job shadowing, in order to increase engagement in the science classroom. This project also looked at the impact that this hands-on learning had on students' confidence and feelings of preparedness as well as their desire to pursue a career in the medical field. Students completed a pre- and post-treatment engagement surveys and post-treatment interviews. From the surveys, it was found that there was no statistical difference between the pre- and post-treatment survey responses. The raw data showed some shifts in students' attitudes but there was not enough change to be statistically significant. From the post-treatment interviews, students reported feeling more engaged and better able to make connections between the material learned in class and the real-world. They also reported developing skills that would help them succeed beyond high school such as time management and responsibility for their own learning.Item Memorization strategies for anatomy and physiology(Montana State University - Bozeman, College of Letters & Science, 2019) Selle, Michelle Lynn; Chairperson, Graduate Committee: Greg FrancisThe ability for students to have a deep understanding of the material in anatomy and physiology stems from having a solid foundation of lower-level learning skills of the material at hand. One of the key lower-learning skills that allows students the ability to tap into the higher-level thinking is memorization. This does not refer to basic rote memorization, but memorization that can actually help to link neural connections and bring a greater depth of knowledge into the anatomy classroom. This study will investigate whether detailed instruction on three memorization techniques targeting multimodal learners impacts students' short-term and long-term memory, ultimately impacting depth of understanding in the anatomy/physiology classroom. The study will also explore student attitudes, mainly in reference to their confidence and stress levels, in regards to the memorization strategies taught.Item Misconception probes in human anatomy and physiology(Montana State University - Bozeman, College of Letters & Science, 2019) Quinton, Murvyn Scott; Chairperson, Graduate Committee: Greg FrancisLearning is a process of acquiring knowledge and understanding. When students enter the classroom, they bring their current knowledge and understanding with them. Teachers build upon this knowledge to move students toward new levels of comprehension. The problem is that in many cases, students bring incorrect information or misconceptions into the classroom. When teachers add more upon these concepts, the students often end up with a blending of the correct and inaccurate information. Misconception probes are a tool that requires students to address these problematic concepts and allow teachers to identify the specific misconceptions that students have so that they can be corrected. This study investigated how the use of misconception probes would affect students in a science classroom. Specifically, the areas investigated were the impacts on learning and achievement and the impact on student confidence. Students were given misconception probes that focused on problem concepts within the selected unit, and then remedial instruction was given to address the misconceptions. Performance on the unit exams did not show a significant change; however, some students showed a marked decrease. Student metacognitive awareness of what they did and did not know increased. This resulted in students providing more accurate assessments of their confidence on the surveys given before the exams. This action research showed that misconception probes can be a valuable tool to help inform the teacher and to help students to recognize where their understanding is lacking.Item Assessing the science faculty perspective about the need and use for curriculum mapping of an anatomy and physiology course at a community college(Montana State University - Bozeman, College of Letters & Science, 2018) Rahschulte, Scott Michael; Chairperson, Graduate Committee: Walter WoolbaughThe purpose of this research was to assess science faculty about the need for and use of curriculum mapping for anatomy and physiology courses at a community college. Questions to be answered included: How did faculty use the current learning objective for this lesson? How beneficial and appropriate was the current learning objective to faculty? How would a curriculum map be received and used by faculty? How would faculty feel about pairing up their lesson with nationwide standards? What were the differences between the interpretation and understanding of this learning objective between full-time and adjunct faculty? What content did faculty members currently cover in their anatomy and physiology course? How well did the material that instructor's teach match up with the Human Anatomy and Physiology Society Standards? After reviewing faculty course material, what amount of horizontal consistency was there between the faculty of this course?Item How the experiences of medical professionals and High school students. inform improvements to high school human anatomy and physiology courses(Montana State University - Bozeman, Graduate School, 2015) Stender Penrose, Stephanie Diane; Chairperson, Graduate Committee: Peggy Taylor.This project aimed to identify some of the most effective ways that students learn the human anatomical and physiological concepts in high school through medical school. This project looked at the effectiveness of learning human anatomy online versus hands-on learning and learning through simulations versus lecture and reading. This study considered different modes of instruction through the perceptions of medical professionals at University of California San Francisco and Sheridan High School human anatomy students. Medical professionals suggested best teaching practices for high school human anatomy and physiology teachers. The high school students shared their learning strategies that could lead to a successful high school course. Through interviews and surveys a group composed of high school students, medical students, surgical residents, fellows and surgeons shared their opinions on the effectiveness of different learning and teaching styles of human anatomy and physiology concepts. Data collection for this project not only included online survey questions, but also personal interviews. The results suggested that anatomy and physiology courses taught to pre-college level students should include a large portion of hands-on learning and teaching styles.Item Multiple intelligences : the effects of using activities that incorporate multiple intelligences in a college anatomy and physiology class on student understanding of concepts(Montana State University - Bozeman, Graduate School, 2015) Temple, Jennifer; Chairperson, Graduate Committee: Peggy Taylor.The students in Anatomy and Physiology II at Dawson Community College in Glendive, Montana are exposed to a lot of information in a short amount of time. The goal of this research was to see if there was an impact of incorporating multiple intelligences on student learning. Data was collected from pretests, posttests, delayed tests, surveys, written interviews, journaling, and colleague observations to determine if there was an effect on student understanding, long-term memory, attitude and motivation as well as teacher attitude and motivation. The results indicated that there was no effect between the non-treatment and treatment units on student learning, however there was an effect on long-term memory. Students and instructor evidence showed an effect on attitude and motivation throughout the research study.Item Science for real life : the use of case studies and online discussions in high school anatomy and physiology(Montana State University - Bozeman, Graduate School, 2015) Markham, Jennifer Nicole; Chairperson, Graduate Committee: Peggy Taylor.Students in post-secondary health care programs often utilize case studies as a mechanism for learning and reinforcing content. In addition, students are increasingly taking courses online. Therefore, an action research-based project was undertaken in a high school anatomy and physiology course to identify the impact of case studies and online discussions on content acquisition, student interest and engagement. Two treatment methods were employed across three separate sections of grade twelve anatomy and physiology classes. One treatment included the implementation of case studies entirely in class, while the second treatment duplicated the first treatment but included additional case analysis via online discussions outside of class time. The results suggest that students can acquire new content through the use of case studies and that students generally enjoy and find case studies to be an interesting learning method. In addition, while overall student perceptions of using online discussions were negative, overall student test scores across all three case studies were higher, on average, in the treatment group that included online discussions.Item The effect of case-based learning in a high school anatomy and physiology class on student motivation, higher-order thinking skills, and college readiness(Montana State University - Bozeman, Graduate School, 2014) Crofutt, Justi R.; Chairperson, Graduate Committee: Peggy Taylor.This study considers the effectiveness of case-based learning (CBL) on student motivation, the development of higher-order thinking skills, and college preparedness in a high school anatomy and physiology classroom. Data was collected over four units of study; one of which acted as a non-treatment group, two were treatment groups that used CBL once during the unit to help solidify the information being taught, and one treatment group used CBL as the main method to teach the students the content of the unit. Surveys, interviews, classroom monitoring, pretests, and posttests were all used as means to collect data. They compared the engagement levels, the skills developed for career and college readiness, and critical thinking skills of students using traditional methods versus CBL. From the data collected, there was no conclusive evidence to support an improvement in college preparedness. Student motivation and engagement increased slightly for CBL and there was a definite improvement in higher-order thinking skills after the use of any CBL throughout these units.