HAPS 2023 Virtual Poster Session 2 (Sept 28)

Anatomy for Doctor of Optometry (OD) students provides a unique opportunity for pedagogical study as content is presented both systemically and regionally. OD students are also unique in that their clinical exposure is concentrated within the head and neck. During a regular semester class, OD students attended mandatory model based sessions with the option to attend additional sessions featuring prosected anatomical donors. Efficacy of prosection inclusion was measured through course performance. Students’ attitudes towards inclusion of prosections was measured by attendance at additional sessions. Data indicates usefulness of including anatomical donors in systemic and regional anatomical education.

Julie Doll

University of St. Francis; Natural Science Department

The mental and emotional strain of medical training is significant. Mindful meditation may mitigate this strain by helping students to manage emotions and increase self-efficacy. The present study demonstrates how preparatory mindful meditation sessions can improve self-efficacy in medical students as they participate in their introductory gross anatomy lab experiences. A mixed methods approach was used to incorporate quantitative and qualitative data collected from participating first year medical students. Preliminary results suggest a wide range of academic and personal benefits. These findings further indicate meditation as a means to improving the well-being and confidence of medical students.

Sam Van Buskirk

University of Louisville School of Medicine

3D Collaboration involves creating immersive content that supports inclusion and access for A&P. A systematic process of collaboration results in the development of over 20 novel labs. Novel lab immersive experiences includes categories of free self-tests, digital games, and simulations to build knowledge contextualization, critical thinking, and technique applications. Technology use support in the form of tech stands supports multitasked lab experiences. Editing for accessibility requires key elements for successful dissemination. Systematic collaboration, development of immersive experiences, and editing content for accessible learning in combination with digital technology support are dimensions that successfully results in transformed lab experiences.

Xyanthine Parillon, Courtney Standlee, Tracy Webb

University of Houston Downtown

The Community College Anatomy and Physiology Education Research (CAPER) project is beginning its third year. Cohort 1 participants have completed classroom research projects and are writing manuscripts; cohort 2 participants have completed 2 professional development courses and are conducting classroom-based research projects in the next academic year; while cohort 3 participants have begun their pedagogy course.

Participants (instructors) have been studied through a series of interviews aimed at assessing their approaches to education. Data from all participating students on learning and anxiety will expand on these topics and the effects of various teaching interventions.

This poster will highlight the overall CAPER project and provide updates on the first three cohorts of CAPER.

Chasity O'Malley

1Wright State University Boonshoft School of Medicine, OH, 2Milwaukee School of Engineering, WI, 3Bishop's University, Quebec, 4University of Minnesota, MN

Understanding patterns and applying them to the teaching/learning process introduces critical thinking skills that go a long way in overcoming sheer memorization. Using logical patterns that form the basis of anatomy, structure-function thinking skills can be utilized to learn the wide array of blood vessel anatomy, from elastic and muscular arteries to the varied capillaries to the veins. This patterned approach to the varied anatomy of these tubular structures encourages critical thinking. Come participate in the poster discussion and share your thoughts and feedback.

Mark Nielsen <marknielsen@bioscience.utah.edu>

University of Utah, School of Biological Sciences

Team-based learning touts engaging with content, establishing relevance, and moving past rote memorization over passive lecture, but little is written examining the student viewpoint. The purpose of this study is to evaluate student perceptions of the efficacy of team-based learning in an upper division histology course at Freed-Hardeman University. A survey evaluated 11 students’ perceptions of team-based learning in the areas of preparation, participation, engagement, and overall satisfaction via a survey delivered at the start and culmination of the course. Results were analyzed for significant results and conclusions were generated that support positive perceptions team-based learning.

Wendy Gean

Freed-Hardeman University

Contemporary society has embraced on-demand news and entertainment, making podcasts a significant part of everyday life for many students. Our project demonstrates that podcasts can play a useful role in teaching as well. An instructional podcast entitled “Case Study” was developed to bring anatomy and its clinical correlates to life through interviews with members of our medical school community who have direct experience with relevant diseases discussed in anatomy. Our results demonstrated that podcasting helps students better understand classroom concepts and humanize the patients they had so far only read about.

Margaret Finn

University of Louisville