43 - Reducing C-DFW Rates in an Introductory Human Anatomy & Physiology Class

Poster Board Number: 43
There are separate poster presentation times for odd and even posters.
Odd poster #s – first hour
Even poster #s – second hour

Abstract Body : Introduction and Objective
It is debated whether the current shortage of allied health professionals can be linked to introductory Anatomy and Physiology courses. The authors have traditionally observed that this course is an impediment to health profession students successfully completing their freshman year. To improve student retention, the gateway course Human Anatomy & Physiology I at D’Youville University was recently successfully revised with the objective of reducing its high C-DFW rate, which is largely due to poor exam performance early in the semester. To provide extra support to students, a variety of pedagogical changes were implemented.

Materials and Methods
Three major changes were implemented in the course revisions. First, more frequent, lower-stakes assessments of knowledge were integrated throughout the semester. Instead of the traditional 4 large in-class exams worth 20-25% each (2-4 chapters per exam), 10-11 smaller online quizzes (mostly 1 chapter per quiz) were given, each worth 5-13%. Online open-book homework assignments were included instead of 12 in-class quizzes.
Second, students were allowed quiz remediation with up to 2 extra attempts per quiz. If students did not score at least 83% (“B”) they were allowed a second attempt to earn up to 83%. If students still did not score at least 73% (“C”) they were allowed a third attempt to earn up to 73%. Testing question banks were vastly expanded using the LMS Canvas to allow question randomization despite multiple attempts.
Third, student progress was more frequently tracked and at-risk students were identified. Appropriate alerts were issued at weeks #2, 4, 6, 8, and 10 (of 16) of the semester, as compared to just weeks #4 and 8 as in previous semesters. Student advisors and counselors were also notified. Common alerts included: seek tutoring, review exams/grades with professor, attendance concern, missing assignments, and lack of engagement.

Results
Student final grades from the previous 5 years (n = 1,074 students) were compared to those from the 1.5 years of the revised method (n = 274 students). With the revised method, the C-DFW rate decreased almost in half from 26.9% to 12.8%. Specifically, the W rate decreased from 13.0% to 7.5%. Additionally, the percent of final “A” grades nearly doubled from 21.8% to 36.6% (all p < 0.05, chi-squared test).

Conclusion
The implementation of three major pedagogical changes (more frequent, lower-states assessment; quiz remediation; and more frequent tracking of student progress and at-risk students) decreased the C-DFW rate in an introductory Human Anatomy & Physiology I course. This success allows for increased student retention at a time when there is a recognized national shortage in allied healthcare workers.

Significance/Implication
The decrease in C-DFW rate has reduced the number of students needing to repeat the course. Next steps include continuing collecting data over more semesters and examining how students do in the continuation Human Anatomy & Physiology II course, and whether these pedagogical changes improve long-term retention at D’Youville and 4-year graduation rates. Additionally, this method can expand into other gateway courses; we have already trained other faculty for use in a gateway biology-major course.

Funding Sources
Title III federal grant, US Dept. of Education’s Strengthening Institutions program: P031A200215 to D’Youville University.