An analysis of hands-on medical experience and student engagement in the science classroom
dc.contributor.advisor | Chairperson, Graduate Committee: Greg Francis | en |
dc.contributor.author | Wood, Jerilyn J. | en |
dc.date.accessioned | 2020-05-05T14:01:32Z | |
dc.date.available | 2020-05-05T14:01:32Z | |
dc.date.issued | 2019 | en |
dc.description.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. | en |
dc.identifier.uri | https://scholarworks.montana.edu/handle/1/15709 | en |
dc.language.iso | en | en |
dc.publisher | Montana State University - Bozeman, College of Letters & Science | en |
dc.rights.holder | Copyright 2019 by Jerilyn J. Wood | en |
dc.subject.lcsh | Anatomy | en |
dc.subject.lcsh | Physiology | en |
dc.subject.lcsh | High school students | en |
dc.subject.lcsh | Vocational education | en |
dc.subject.lcsh | Medical education | en |
dc.subject.lcsh | Motivation in education | en |
dc.title | An analysis of hands-on medical experience and student engagement in the science classroom | en |
dc.type | Professional Paper | en |
mus.data.thumbpage | 15 | en |
mus.relation.department | Master of Science in Science Education. | en_US |
thesis.degree.committeemembers | Members, Graduate Committee: C. John Graves; Robyn Klein. | en |
thesis.degree.department | Master of Science in Science Education. | en |
thesis.degree.genre | Professional Paper | en |
thesis.degree.name | MS | en |
thesis.format.extentfirstpage | 1 | en |
thesis.format.extentlastpage | 47 | en |
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