Richard Guy

A "Do-It-Yourself" Interactive Bone Structure Module: Development and Evaluation of an Online Teaching Resource.

A stand‐alone online teaching module was developed to cover an area of musculoskeletal anatomy (structure of bone) found to be difficult by students. The material presented in the module was not formally presented in any other way, thus providing additional time for other curriculum components, but it was assessed in the final examination. The module was developed using “in‐house” software designed for academics with minimal computer experience. The efficacy and effectiveness of the module was gauged via student surveys, testing student knowledge before and after module introduction, and analysis of final examination results. At least 74% of the class used the module and student responses were positive regarding module usability (navigation, interaction) and utility (learning support). Learning effectiveness was demonstrated by large significant improvements in the post‐presentation test scores for “users” compared with “non‐users” and by the percentage of correct responses to relevant multiple choice questions in the final examination. Performance on relevant short answer questions in the final examination was, on average, comparable to that for other components. Though limited by study structure, it was concluded that the module produced learning outcomes equivalent to those generated by more traditional teaching methods. This “Do‐It‐Yourself” e‐learning approach may be particularly useful for meeting specific course needs not catered for by commercial applications or where there are cost limitations for generation of online learning material. The specific approaches used in the study can assist in development of effective online resources in anatomy. Anat Sci Educ 6: 107–113.

Supporting physiology learning: the development of interactive concept-based video clips

the accommodation of diverse student learning approaches and maintenance of good academic outcomes are often difficult to achieve in university courses, particularly where large classes are concerned. These issues become even more significant when dealing with first-year students in science courses

Recovery of microvascular responses during streptozotocin-induced diabetes.

Microvascular reactivity of cannulated and pressurised rat cremaster arterioles was studied during the progress of diabetes using mechanical (intraluminal pressure) and chemical (acetylcholine, sodium nitroprusside) stimulation. Microvessels were studied in controls and at 2, 4 and 8 weeks following induction of diabetes by streptozotocin. Mechanical responses were stable at the test pressure (70 mmHg) used for pharmacological investigations during the period of diabetes. Acetylcholine application could induce maximal dilatation in control vessels and in vessels exposed to 8 weeks of diabetes. However, acetylcholine administration failed to generate maximal dilatation at 2 and 4 weeks of diabetes. During the period of diabetes, loss of nitric oxide (NO) pathway effectiveness was revealed by diminished response to sodium nitroprusside and by reduced capacity of Nomega-nitro-L-arginine methyl ester (L-NAME) to decrease resting diameter and acetylcholine-evoked dilatation. L-NAME and indomethacin application revealed a significant non-NO, non-prostaglandin contribution to the acetylcholine response at 4 and 8 weeks of diabetes. Recovery of responsiveness to acetylcholine and stabilisation of resting vessel diameter during diabetes may, in part, be due to increasing effectiveness of non-NO, non-prostaglandin pathways.

Overcoming Misconceptions in Neurophysiology Learning: An Approach Using Color-Coded Animations.

anyone who has taught neurophysiology would be aware of recurring concepts that students find difficult to understand. However, a greater problem is the development of misconceptions that may be difficult to change ([7][1]). For example, one common misconception is that action potentials pass

Optional anatomy and physiology e-learning resources: student access, learning approaches, and academic outcomes

Anatomy and physiology interactive video clips were introduced into a blended learning environment, as an optional resource, and were accessed by ~50% of the cohort. Student feedback indicated that clips were engaging, assisted understanding of course content, and provided lecture support. Students could also access two other optional online resources, lecture capture recordings and an interactive atlas of anatomy, and individuals were tracked with respect to their access behavior, learning approach, and subject score. Deep learning was highest among those accessing the clips or atlas or those accessing more online resources, and thus self-regulatory skill development might be a useful approach to increase student access to optional online resources. Those who accessed clips, lecture capture recordings, or atlas achieved a significantly higher subject score than those who did not. When combinations of resources used were considered, we found an approximately linear relationship between number of resources accessed and subject score, with a 16% difference in score between those who accessed none or all of the resources. However, the low resource access rate suggests that academic advantage may not be simply due to the learning support offered by the resources. As students accessing the optional resources tended to be more self-regulated, it may be that it was the extra effort made with respect to other subject resources, rather than just the access to the online resources, that contributed to higher subject score. Further studies are required to establish the relationships between academic performance, optional online resource access, and deep learning.

Interteaching within a human physiology course: a comparison of first- and second-year students' learning skills and perceptions.

This article describes student perceptions and outcomes in relation to the use of a novel interteaching approach. The study sample (n = 260) was taken from a large human physiology class, which included both first- and second-year students. However, unlike the first-year students, the second-year students had significant prior knowledge, having completed a previous physiology course. Active learning, where students were required to engage with course material in a self-directed manner before tutorials and to identify areas of difficulty and discuss these within tutorial sessions, was a central component of the study. The second-year students adapted quickly to the novel approach, as indicated by stable levels of perceived difficulty and understanding. In contrast, the first-year students demonstrated a decrease in perceived difficulty and an increase in perceived individual understanding throughout the study. These results notwithstanding, there was a consistent low level of interest for both years but no significant difference between the first- and second-year individual and group learning skills by the end of the study, as measured by their performance in the tutorials. Overall, the results were encouraging, with both years achieving a reasonably high learning skill level (average: ∼70%) within the interteaching environment. The improvement of active learning shown by the first-year students may have compensated, to some extent, for the prior learning advantage of the second-year students, since both groups achieved similar marks in the written components of final exams for both interteaching modules.

Neuroscience and learning: implications for teaching practice.

Although neuroscience studies have provided us with an increasingly detailed picture of the basis for learning and memory, very little of this information has been applied within the area of teaching practice. We suggest that a better understanding of neuroscience may offer significant advantages for educators. In this context, we have considered recent studies in the neuroscience of learning and memory, with particular emphasis on working and semantic memory, and also suggest that neuroscience research into self-referential networks may improve our understanding of the learning process. Finally, we propose that advances in understanding the neural basis for metacognition may encourage the development of new perspectives that may help us to motivate students to learn about their own learning processes.