2021 Teaching & Assessment Symposium
Incorporating Problem-Based Learning in an Undergraduate Allied Health Prerequisite Anatomy and Physiology Course: An Update
Location
Virtual
Description
The overall goal of our research is to assess if a learning theory-laden educational intervention, Problem-Based Learning, is associated with changes in student attitudes and systemic thinking skills in the Advanced Anatomy and Physiology (BIO246) course at UNC, as measured by their course outcomes (quizzes and concept maps) and by previously validated metrics that measure student affective factors and knowledge of physiology. This presentation will briefly summarize all of our findings so far, as well as dive deeper into the efficacy of one of the main formative assessments of systems thinking skills used in our research: the concept map.
Incorporating Problem-Based Learning in an Undergraduate Allied Health Prerequisite Anatomy and Physiology Course: An Update
Virtual
The overall goal of our research is to assess if a learning theory-laden educational intervention, Problem-Based Learning, is associated with changes in student attitudes and systemic thinking skills in the Advanced Anatomy and Physiology (BIO246) course at UNC, as measured by their course outcomes (quizzes and concept maps) and by previously validated metrics that measure student affective factors and knowledge of physiology. This presentation will briefly summarize all of our findings so far, as well as dive deeper into the efficacy of one of the main formative assessments of systems thinking skills used in our research: the concept map.
Comments
Lightning Talk by 2020 Assessment Mini-Grant Recipient