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The Influence of an Interdisciplinary Approach on Student Confidence in Undergraduate Anatomy and Physiology.

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Title: The Influence of an Interdisciplinary Approach on Student Confidence in Undergraduate Anatomy and Physiology.
Authors: Weiss, Valerie1 vweiss@fgcu.edu, Khalaf, Nicola1, Sillevis, Rob1
Source: HAPS Educator. Aug2024, Vol. 28 Issue 2, p61-76. 16p.
Subject Terms: *Medical education, *Medical students, *Undergraduates, Medical care, Medical personnel
Abstract: While many studies have demonstrated a positive correlation between learning in the arts and students' critical thinking disposition, few studies have investigated the influence of an interdisciplinary art-related teaching approach and its correlation with academic student behavior confidence in anatomy and physiology (A&P). Therefore, this study aims to demonstrate the impact of an interdisciplinary approach - reading, discussion, and drawing on students' academic confidence in undergraduate A&P. The investigation utilized a self-reported pre- and post-survey design to explore the change in confidence in A&P between course entry and exit. Sixty undergraduate students completed surveys while taking an elective course called Medical Literature, Anatomy, and the Arts, at a public state university in Southwest Florida. Results indicate a statistically significant difference in student-reported confidence levels in knowledge and experience of A&P. Additionally, the students' perceptions of the course were positive, citing more engagement and better support from peers and instructor as a result of this interdisciplinary approach. These outcomes suggest that teaching undergraduate students in A&P using medical arts enhances student academic confidence. This study provides encouraging support to existing scholarly work on higher education course design and instructional methods relative to improving student confidence and class engagement in A&P. [ABSTRACT FROM AUTHOR]
Copyright of HAPS Educator is the property of Human Anatomy & Physiology Society and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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PubType: Academic Journal
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  Data: The Influence of an Interdisciplinary Approach on Student Confidence in Undergraduate Anatomy and Physiology.
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  Data: <searchLink fieldCode="AR" term="%22Weiss%2C+Valerie%22">Weiss, Valerie</searchLink><relatesTo>1</relatesTo><i> vweiss@fgcu.edu</i><br /><searchLink fieldCode="AR" term="%22Khalaf%2C+Nicola%22">Khalaf, Nicola</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Sillevis%2C+Rob%22">Sillevis, Rob</searchLink><relatesTo>1</relatesTo>
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  Data: <searchLink fieldCode="JN" term="%22HAPS+Educator%22">HAPS Educator</searchLink>. Aug2024, Vol. 28 Issue 2, p61-76. 16p.
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  Data: *<searchLink fieldCode="DE" term="%22Medical+education%22">Medical education</searchLink><br />*<searchLink fieldCode="DE" term="%22Medical+students%22">Medical students</searchLink><br />*<searchLink fieldCode="DE" term="%22Undergraduates%22">Undergraduates</searchLink><br /><searchLink fieldCode="DE" term="%22Medical+care%22">Medical care</searchLink><br /><searchLink fieldCode="DE" term="%22Medical+personnel%22">Medical personnel</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: While many studies have demonstrated a positive correlation between learning in the arts and students' critical thinking disposition, few studies have investigated the influence of an interdisciplinary art-related teaching approach and its correlation with academic student behavior confidence in anatomy and physiology (A&P). Therefore, this study aims to demonstrate the impact of an interdisciplinary approach - reading, discussion, and drawing on students' academic confidence in undergraduate A&P. The investigation utilized a self-reported pre- and post-survey design to explore the change in confidence in A&P between course entry and exit. Sixty undergraduate students completed surveys while taking an elective course called Medical Literature, Anatomy, and the Arts, at a public state university in Southwest Florida. Results indicate a statistically significant difference in student-reported confidence levels in knowledge and experience of A&P. Additionally, the students' perceptions of the course were positive, citing more engagement and better support from peers and instructor as a result of this interdisciplinary approach. These outcomes suggest that teaching undergraduate students in A&P using medical arts enhances student academic confidence. This study provides encouraging support to existing scholarly work on higher education course design and instructional methods relative to improving student confidence and class engagement in A&P. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of HAPS Educator is the property of Human Anatomy & Physiology Society and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=180064430
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        Type: general
      – SubjectFull: Medical students
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      – SubjectFull: Undergraduates
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              Text: Aug2024
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