Thesis
Differing Pedagogical Methods in the Teaching of Pig Heart Anatomy
Washington State University
Master of Science (MS), Washington State University
05/2024
DOI:
https://doi.org/10.7273/000006936
Abstract
Learning modalities play a critical role in shaping educational outcomes, specifically in undergraduate anatomy education. This study examines the effects of two prominent modalities, lecture-based learning and hands-on dissection, in enhancing students' understanding of pig heart anatomy and their self-confidence perceptions. A cohort of 49 undergraduate students enrolled in a human anatomy course participated in the study, which utilized a randomized control design. Participants were divided into two groups: a laboratory dissection learning group and a lecture learning group. Pre and post-tests were administered to assess pig heart anatomy knowledge, and self-confidence questionnaires were administered to assess perceived self-confidence during the intervention. Additionally, retention tests were conducted two weeks post-intervention to evaluate overall retention of the given material. Statistical analyses, including Mann-Whitney U tests, revealed significant differences between the two groups. The lecture group exhibited greater improvements in pig heart anatomy test scores compared to the dissection group in the change in scores from the pre to post test. Despite similarities in baseline knowledge, the lecture group's familiarity with the instructional modality may have contributed to their superior performance. Additionally, significant differences were observed in retention pig heart anatomy test scores as well. There were no significant differences found in the change in self-confidence rates from the pre, post, and retention timeframes of the intervention between groups, but a significant difference was found in the post-test mean scores of the self-confidence questionnaire. This study challenges prior literature that supports the superiority of kinesthetic learning in anatomy education. Further research is needed to evaluate pedagogical practices that provide the most benefits to undergraduate students in anatomy education.
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Details
- Title
- Differing Pedagogical Methods in the Teaching of Pig Heart Anatomy
- Creators
- Hannah Farrington
- Contributors
- Christopher Connolly (Chair)Robert Danielson (Committee Member)Phililp Morgan (Committee Member)
- Awarding Institution
- Washington State University
- Academic Unit
- Department of Kinesiology and Educational Psychology
- Theses and Dissertations
- Master of Science (MS), Washington State University
- Publisher
- Washington State University
- Number of pages
- 105
- Identifiers
- 99901125940801842
- Language
- English
- Resource Type
- Thesis