Department of Health and Human Sciences, Loyola Marymount University, Los Angeles, California.
Anat Sci Educ. 2015 Jan-Feb;8(1):12-20. doi: 10.1002/ase.1448. Epub 2014 Mar 27.
Anatomical education is a dynamic field where developments in the implementation of constructive, situated-learning show promise in improving student achievement. The purpose of this study was to examine the effectiveness of an individualized, technology heavy project in promoting student performance in a combined anatomy and physiology laboratory course. Mixed-methods research was used to compare two cohorts of anatomy laboratories separated by the adoption of a new laboratory atlas project, which were defined as preceding (PRE) and following the adoption of the Anatomical Teaching and Learning Assessment Study (ATLAS; POST). The ATLAS project required the creation of a student-generated, photographic atlas via acquisition of specimen images taken with tablet technology and digital microscope cameras throughout the semester. Images were transferred to laptops, digitally labeled and photo edited weekly, and compiled into a digital book using Internet publishing freeware for final project submission. An analysis of covariance confirmed that student final examination scores were improved (P < 0.05) following the implementation of the laboratory atlas project (PRE, n = 75; POST, n = 90; means ± SE; 74.9 ± 0.9 versus 78.1 ± 0.8, respectively) after controlling for cumulative student grade point average. Analysis of questionnaires collected (n = 68) from the post group suggested students identified with atlas objectives, appreciated the comprehensive value in final examination preparation, and the constructionism involved, but recommended alterations in assignment logistics and the format of the final version. Constructionist, comprehensive term-projects utilizing student-preferred technologies could be used to improve performance toward student learning outcomes.
解剖学教育是一个充满活力的领域，建设性、情境学习的发展有望提高学生的成绩。本研究的目的是检验个体化、技术密集型项目在促进综合解剖学和生理学实验室课程中学生表现方面的有效性。混合方法研究比较了两个解剖学实验室队列，它们是通过采用新的解剖学教学和学习评估研究（ATLAS）项目来定义的，分别为采用前（PRE）和采用后（POST）。ATLAS 项目要求通过在整个学期中使用平板电脑技术和数字显微镜相机获取标本图像，创建学生生成的、摄影式解剖图谱。图像被传输到笔记本电脑上，每周进行数字标记和照片编辑，并使用互联网发布免费软件将其编译成数字书籍，用于最终项目提交。协方差分析证实，在实施实验室图谱项目后，学生期末考试成绩有所提高（P<0.05）（PRE，n=75；POST，n=90；平均值±SE；74.9±0.9 与 78.1±0.8），控制了累积学生平均绩点。对来自后一组的调查问卷（n=68）进行分析表明，学生认同图谱目标，赞赏最终考试准备的全面价值和涉及的建构主义，但建议改变作业物流和最终版本的格式。利用学生偏好的技术进行建构主义、全面的学期项目可以提高学生的学习成果表现。
