59 - Aligning Human Anatomy and Physiology Course Sequence with Vision and Change

Poster Board Number: 59
There are separate poster presentation times for odd and even posters.
Odd poster #s – first hour
Even poster #s – second hour

Abstract Body : The report “Vision and Change in Undergraduate Biology Education: A Call to Action” has encouraged a transformation of biology undergraduate pedagogy and provided a framework with which to achieve that goal. The Elmhurst University Department of Biology has modified its curriculum to adhere to that Vision and Change framework. This process began with majors’ courses, with particular emphasis on core courses. This pedagogical effort has now been extended to include the revision of the Human Anatomy and Physiology I and II course sequence, courses that serve a broad population of biology majors and nonmajors preparing for careers in the health professions. This revision builds on broad efforts to modernize anatomy pedagogy and emphasize active learning and critical thinking. This course sequence revision represents one of the first efforts to explicitly incorporate the core concepts and competencies of Vision and Change into a Human Anatomy and Physiology curriculum.

The course has adopted the Human Anatomy and Physiology Society’s (HAPS) Anatomy and Physiology learning outcomes, which complement the recently revised departmental learning outcomes. Throughout each organ system module of the course, the HAPS learning outcomes are organized into the five core competencies of Vision and Change (structure and function; information flow, exchange, and storage; pathways and transformations of energy and matter; systems; and evolution). Teaching presentations and active learning exercises emphasize the connection between specific anatomy and physiology learning outcomes and the broader core concepts, allowing students to build a deeper understanding of the anatomical ideas, and associated underlying biological principles. Organ system modules include prelecture learning outcome homeworks, in class lectures, in class discussions, and in class active learning exercises, with corresponding labs. Modules are designed to give students multiple exposures to the material while providing multifaceted opportunities to relate learning outcomes to core concepts. Labs provide students with time to focus on building a foundation of anatomical knowledge while also allowing for time to gain experience with the Vision and Change core competencies of quantitative reasoning and modelling/simulation through physiological simulations. The core competencies of communication and the ability to understand the relationship between science and society are explored through Modern Anatomy and Physiology in Society (MAPS) homework questions and in class discussions.

A new assessment plan was developed to evaluate the revised course sequence. Assessment tools matched with course learning outcomes are embedded within various course assignments and exams but are analyzed separately from grades. The revision is currently in its third year of implementation. A comprehensive assessment review indicated that overall, students met the learning outcomes of the course and of individual organ system modules. For eighty percent of the course learning outcomes, 90 percent or more of the students met the learning outcome. Additional supplementary tools, such as embedded tutors in each course and an emphasis on facilitating study groups, further support successful student outcomes.