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Direct linkAbrahams, Amaal; Pienaar, Lunelle; Bugarith, Kishor; Gunston, Geney; Badenhorst, Elmi – Advances in Physiology Education, 2022
Misalignments in teaching pedagogies between secondary schools and tertiary institutions have exacerbated educational disparities among students from different backgrounds. Given the variation in students' educational background and competencies, there was a need to develop an Anatomy and Physiology (A&P) Foundational Knowledge Assessment to…
Descriptors: Evaluation Methods, Grade Prediction, Academic Achievement, Anatomy
Rhodes, Ashley E.; Rozell, Timothy G. – Advances in Physiology Education, 2017
Cognitive flexibility is defined as the ability to assimilate previously learned information and concepts to generate novel solutions to new problems. This skill is crucial for success within ill-structured domains such as biology, physiology, and medicine, where many concepts are simultaneously required for understanding a complex problem, yet…
Descriptors: Physiology, Undergraduate Students, Cognitive Ability, Memorization
Slominski, Tara N.; Momsen, Jennifer L.; Montplaisir, Lisa M. – Advances in Physiology Education, 2017
Drawings are an underutilized assessment format in Human Anatomy and Physiology (HA&P), despite their potential to reveal student content understanding and alternative conceptions. This study used student-generated drawings to explore student knowledge in a HA&P course. The drawing tasks in this study focused on chemical synapses between…
Descriptors: Neurology, Physiology, Freehand Drawing, Student Developed Materials
Ernst, Hardy; Colthorpe, Kay – Advances in Physiology Education, 2007
Learning is an active process, and, as such, interactive lectures are considered as the educational best practice. This study investigated the efficacy of interactive lecturing in a module of eight respiratory physiology lectures in a second-year Physiology course with two distinct subcohorts: students with strong science backgrounds and those…
Descriptors: Prior Learning, Physiology, Lecture Method, Student Attitudes
Peer reviewedRovick, Allen A.; Michael, Joel A.; Modell, Harold I.; Bruce, David S.; Horwitz, Barbara; Adamson, Thomas; Richardson, Daniel R.; Silverthorn, Dee U.; Whitescarver, Shirley A. – Advances in Physiology Education, 1999
Describes a study of the background knowledge of students in respiratory physiology courses. Finds that instructors tended to both overestimate and underestimate students' knowledge by large margins on individual questions. (Author/WRM)
Descriptors: Admission Criteria, Higher Education, Knowledge Level, Medical Education
