Biology Department, University of Rhode Island, Kingston, Rhode Island.
Biology Department, Florida International University, Miami, Florida.
Adv Physiol Educ. 2022 Mar 1;46(1):45-55. doi: 10.1152/advan.00137.2020. Epub 2021 Nov 4.
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.
导论解剖学和生理学课程要么作为专业课程（人体解剖学和人体生理学）教授，要么作为整合序列[综合人体解剖学和生理学（A&P I 和 A&P II）]教授。这种变化表明，没有针对教授导论解剖学和生理学的公认教学标准。我们调查了学习人体解剖学、人体生理学、A&P I 和 A&P II 的本科生，以确定他们对课程方法的偏好，是专业课程还是整合的 A&P 序列，以及他们偏好的潜在原因。文献表明，了解学生的偏好学习环境会影响学习者的满意度、成就水平和课堂中的社会情感调整。我们的定性分析表明，学生更喜欢整合的 A&P 课程方法，而不是专业序列，他们认为“基于先前的知识”、“更容易”和“增强理解”是他们偏好的主要原因。我们的发现对课程设计和课程改革有一定的启示。
