Moving to Learn: Enhancing Anatomy Education through Physical Activity and Video-Based Instruction
Saved in:
| Title: | Moving to Learn: Enhancing Anatomy Education through Physical Activity and Video-Based Instruction |
|---|---|
| Language: | English |
| Authors: | Maureen Schaefer (ORCID |
| Source: | Anatomical Sciences Education. 2025 18(10):1138-1146. |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 9 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Medical Students, Medical Education, Medicine, Anatomy, Physical Activities, Video Technology, Technology Uses in Education, Medical Schools, Movement Education, Wellness, Stress Management |
| Geographic Terms: | Michigan |
| DOI: | 10.1002/ase.70095 |
| ISSN: | 1935-9772 1935-9780 |
| Abstract: | Multiple studies have demonstrated the linkage between sedentary lifestyles and adverse health outcomes, emphasizing the need to prioritize student movement and health as a part of the medical school curriculum. This qualitative study assessed the relationship between movement-centered teaching and students' perceptions of learned content through the integration of exercise anatomy videos into a Musculoskeletal Systems first-year Osteopathic Medicine course at a Michigan State University. One-on-one student interviews were conducted, and the transcribed interviews were used to identify key themes using an inductive coding process. Results demonstrated the exercise videos aided learning by associating movements or senses with learning, repetition, and time efficiency, as well as boosting mental and physical wellness by reducing stress and anxiety and incorporating physical activity. Overall, this research emphasizes the multiple benefits of incorporating movement into anatomy education. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1486272 |
| Database: | ERIC |
| Abstract: | Multiple studies have demonstrated the linkage between sedentary lifestyles and adverse health outcomes, emphasizing the need to prioritize student movement and health as a part of the medical school curriculum. This qualitative study assessed the relationship between movement-centered teaching and students' perceptions of learned content through the integration of exercise anatomy videos into a Musculoskeletal Systems first-year Osteopathic Medicine course at a Michigan State University. One-on-one student interviews were conducted, and the transcribed interviews were used to identify key themes using an inductive coding process. Results demonstrated the exercise videos aided learning by associating movements or senses with learning, repetition, and time efficiency, as well as boosting mental and physical wellness by reducing stress and anxiety and incorporating physical activity. Overall, this research emphasizes the multiple benefits of incorporating movement into anatomy education. |
|---|---|
| ISSN: | 1935-9772 1935-9780 |
| DOI: | 10.1002/ase.70095 |
