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Full text release has been delayed at the author's request until December 16, 2024

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Educational Design and Implementation of a Blended Active Learning Instructional Model for Undergraduate Gross Anatomy Education: A Multi-Modal Action Research Study

Foster, Allison A.
http://rave.ohiolink.edu/etdc/view?acc_num=osu156594215554831

Abstract Details

2019, Doctor of Philosophy, Ohio State University, Anatomy.
Many undergraduate students enroll in gross anatomy courses to support future academic success. Therefore, gross anatomy education at the undergraduate level is tasked, in part, with preparing students for subsequent graduate and professional anatomy instruction. A current trend in anatomy education at the medical professional level is a reduction of hours allotted to gross anatomy curricula. Alternative pedagogies are becoming increasingly necessary as time devoted to gross anatomy education declines and hours are disproportionately allocated across gross anatomy lecture and laboratory components. Modernizing gross anatomy instruction by adapting alternative pedagogies at the undergraduate level may function to facilitate reduced required curricular hours while maintaining effective anatomy instruction that supports future gross anatomy encounters for students at all levels of experience. The purpose of the current study was to apply the instructional design principles of a blended active learning intervention to the gross anatomy education of undergraduate students. Blended learning models are characterized by a combination of traditional in-person instruction and technology-mediated online learning. The blended learning model implemented in the current study was derived from inverted lecture delivery, flipped classroom, and flipped learning. A flipped classroom typically consists of a pre-recorded lecture delivered online as preparatory work prior to attending class. In the flipped classroom students are restricted to one form of recorded lecture selected by the instructor. This differs from the inverted lecture delivery method, which employs multiple means of lecture transmission self-selected by the student based on their perceived learning style. A multi-modal approach to gross anatomy educational research was utilized in which the ADDIE instructional model and action research stages were integrated for the current study. Action research was of interest for the cyclical process in which a critically informed plan is developed and implemented to improve a current situation and subsequent effects of the action are observed and reflected upon for further planning and subsequent informed action. From a practical aspect, the ADDIE instructional model served to mirror the steps instructors complete as they prepare a course for a new academic term, conduct the course throughout the term, and assess the course for future instruction. The sample under study was recruited from Anatomy 3300 Advanced Human Anatomy for Undergraduates at The Ohio State University – Columbus Campus. This large enrollment undergraduate anatomy course typically serves approximately 250 students each Autumn and Spring academic terms. A pilot study was conducted during the Spring 2017 academic term. The pilot served as the initial action research cycle and informed modifications in preparation for introduction of the protocol into Autumn 2018 and Spring 2019 semesters. The results of our study suggest that gross anatomy curriculum may be enhanced by the inclusion of online learning opportunities that support autonomy. Aspects of the current study that functioned to promote student autonomy were consideration of learning styles and student selected lecture delivery methods. No statistically significant difference was observed between lecture delivery methods. Therefore, neither in-person or online learning environments are inherently superior, and both may be incorporated into undergraduate gross anatomy courses to support successful study outcomes.
Kirk McHugh (Advisor)
Melissa Quinn (Committee Member)
Eileen Kalmar (Committee Member)
Tracy Kitchel (Committee Member)
504 p.
Anatomy and Physiology
Blended Learning; Active Learning; Gross Anatomy; Undergraduate; Action Research;

Recommended Citations

Citations

  • Foster, A. A. (2019). Educational Design and Implementation of a Blended Active Learning Instructional Model for Undergraduate Gross Anatomy Education: A Multi-Modal Action Research Study [Doctoral dissertation, Ohio State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=osu156594215554831

    APA Style (7th edition)

  • Foster, Allison. Educational Design and Implementation of a Blended Active Learning Instructional Model for Undergraduate Gross Anatomy Education: A Multi-Modal Action Research Study . 2019. Ohio State University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=osu156594215554831.

    MLA Style (8th edition)

  • Foster, Allison. "Educational Design and Implementation of a Blended Active Learning Instructional Model for Undergraduate Gross Anatomy Education: A Multi-Modal Action Research Study ." Doctoral dissertation, Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu156594215554831

    Chicago Manual of Style (17th edition)

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This open access ETD is published by The Ohio State University and OhioLINK.