AN ANALYSIS OF DIFFERENT INSTRUCTIONAL STRATEGIES IN ANATOMY AND

PHYSIOLOGY LABORATORY CLASSES

ABSTRACT

Laboratory class, an essential component of Anatomy and Physiology subject is

generally supported by a lecture-based presentation. The application of active learning
strategies in teaching has been documented to increase student performances.
However, studies on the effectiveness of active learning-based instructional strategies in
anatomy and physiology laboratories and the evaluation of students’ preferences have
been inadequate. In this study it checked the range of teaching resources and
evaluation strategies used in anatomy and physiology education with the aim of coming
up with suggestions about the best teaching and evaluation practices in the laboratory
classes. There is much debate about suitable methods of delivering anatomical
knowledge. Competent clinicians, particularly surgeons, need a deep understanding of
anatomy for safe clinical procedures. Developing effective modalities for teaching
anatomy is essential to safe medical practice. There is a need to direct future research
towards evaluation of the suitability of the new teaching methodologies in new curricula
and student perceptions of integrated and multimodal teaching paradigms, and the
ability of these to satisfy learning outcomes. The study determined the effects of
coloring activities and the use of computer aided practical examination on the academic
achievement of students in Anatomy and Physiology Laboratory classes. The study was
anchored to the Gage and Berliner’s (1992) model of instructional process that focuses
on the factors that must be considered by the teacher as she designs and delivers
instructions to the students. The model that was used attempts to define more precisely
what is meant by quality education. The study used an experimental method of research
in which it compared four sections of second year Nursing students in De La Salle Lipa
that was subdivided into two groups having their Anatomy and Physiology laboratory
classes for the first semester of school year 2007-2008. Purposive sampling was applied
to do away with other confounding variables such as teacher factor. The study tested
the effectiveness of coloring activities and the type of evaluation procedure in the
achievement of Nursing student in the laboratory classes for the Midterm Examination.
Results of the study showed that there is a significant difference in the mean scores of
the two groups as manifested by probability values of less than 0.05 (respectively 0.03
and 0.04) for those students who were exposed to coloring activities as compared to
those who did the traditional labeling activities. Moreover, there were no significant
differences in the achievements of the group exposed to move-system practical
examination and the group exposed to computer-aided type of examination.

ARTICLE REVIEW

Anatomy and Physiology laboratory are aimed at improving student understanding of

the anatomical concepts by facilitating hands on experience and complementing the
lecture classes. However, the laboratory sessions are not very often well designed to
fulfill these basic objectives. Therefore lecture based teaching is still in practice in the
lab and the focus on the use of team based active learning strategies has been
undermined. In the study entitled “An Analysis of Different Instructional Strategies in
Anatomy and Physiology Laboratory Classes” by Lunar (2008), it showed that coloring
activities should be included in the daily tasks of laboratory classes in Anatomy and
Physiology, it also demonstrated that for evaluation in the learning outcome computer
aided type of examination must be considered by the lecturers as an alternative to the
usual move-system type of evaluation. But other institutions are implementing Cadaver-
based instruction, which has survived as the main instructional tool for hundreds of
years; however, there are differing views on whether full cadaver dissection is still
appropriate for a modern undergraduate training. The limitations on curricular time,
trained anatomy faculty and resources for gross anatomy courses in integrated or/and
system-based curricula, have led many medical schools to abandon costly and time-
consuming dissection-based instruction in favor of alternative methods of instruction
including medical imaging, living anatomy and multimedia resources. To date, no single
teaching tool has been found to meet curriculum requirements. The best way to teach
modern anatomy is by combining multiple pedagogical resources to complement one
another, students appear to learn more effectively when multimodal and system-based
approaches are integrated. “It must be remembered that the most effective “blend” is
likely to involve a comprehensive range of learning options — even those that might be
deemed traditional in nature. Great innovators understand that the real potential of
transformation lies in the way that change is integrated into the best of traditional
practice. The most effective blended learning environments do this well. Teachers
understand that to meet the needs of all students, there must be time and space for
direct instruction within the delivery model. Anatomy and Physiology is a great subject
to which you can add some fun, relevant activities. And, adding anatomy and physiology
activities to your lessons is a great way to update or refresh your course. A little digging
turned up a couple sites that offer some ideas for activities. My review suggests that
certain professions would have more benefit from certain educational methods or
strategies than others. Full body dissection would be best reserved for medical and
allied health students. There is a need to direct future research towards evaluation of
the suitability of the new teaching methodologies in new curricula and student
perceptions of integrated and multimodal teaching paradigms, and the ability of these
to satisfy learning outcomes.