An analysis of hands-on medical experience and student engagement in the science classroom

Abstract

Over 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.