Skeleton Maps in Anatomy and Physiology: Student Perceptions
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| Title: | Skeleton Maps in Anatomy and Physiology: Student Perceptions |
|---|---|
| Language: | English |
| Authors: | Michelle Yeo (ORCID |
| Source: | Canadian Journal for the Scholarship of Teaching and Learning. 2024 15(3). |
| Availability: | University of Western Ontario and Society for Teaching and Learning in Higher Education. Mills Memorial Library Room 504, McMaster University, 1280 Main Street West, Hamilton, ON L8S 4L6, Canada. Tel: 905-525-9140; e-mail: info@cjsotl-rcacea.ca; Web site: http://www.cjsotl-rcacea.ca/ |
| Peer Reviewed: | Y |
| Page Count: | 18 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Foreign Countries, College Faculty, Undergraduate Students, Nursing Students, Nursing Education, Anatomy, Physiology, Science Instruction, Concept Mapping, Human Body, Curriculum Development, Teaching Methods, Achievement Gains, Student Attitudes, Cognitive Development, Behavior Development |
| Geographic Terms: | Canada |
| ISSN: | 1918-2902 |
| Abstract: | Heavy content, high volume courses commonly create challenges for undergraduate students. Two such courses at our university are the introductory semesters of anatomy and physiology for first-year nursing students, taught by biology instructors. Despite the vast literature indicating the efficacy of using concept maps as a tool for learning, it is still not commonly implemented in the field. An adaptation called skeleton maps, were developed and implemented to assist student learning. This qualitative SoTL study reports on student perceptions of the learning gains of utilizing these maps, under six themes that fall into behavioural, cognitive, and opinion-based categories. The results of this study indicate a strong evidence base for using concept-map based strategies within similar courses. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1460331 |
| Database: | ERIC |
| Abstract: | Heavy content, high volume courses commonly create challenges for undergraduate students. Two such courses at our university are the introductory semesters of anatomy and physiology for first-year nursing students, taught by biology instructors. Despite the vast literature indicating the efficacy of using concept maps as a tool for learning, it is still not commonly implemented in the field. An adaptation called skeleton maps, were developed and implemented to assist student learning. This qualitative SoTL study reports on student perceptions of the learning gains of utilizing these maps, under six themes that fall into behavioural, cognitive, and opinion-based categories. The results of this study indicate a strong evidence base for using concept-map based strategies within similar courses. |
|---|---|
| ISSN: | 1918-2902 |
