Human Anatomy Redesign
NCAT Mid-Course Sharing Workshop
June 20, 2012, Columbia, MO
 The lab is completed and ready for full
implementation in the Fall!
before
after
Human Anatomy Redesign
 Our lab construction was delayed




Touch screen HP computers
Complete set of core models
Two microscopes
Histology set
 Dual screens/projectors
 ADA station/Demonstration cart
 Panning demo camera
Human Anatomy Redesign
 8 custom designed team learning stations
Human Anatomy Redesign
 New Format:
 1 50-min lecture (all students)
 Weekly content goals, difficult concepts,
communication
 1 110-min supervised lab (40 student sections)
 Demos, exercises, learning modules, group
assessment
 Self assessment that evening
 1 110-min recitation/open lab (40 student
sections)
 Composite assessment score directs student
to recitation or open lab
Human Anatomy Redesign
 Old Format
 Anatomy content split over two semesters;
taught only in lab sections
 Perform pre- and post tests
 20 questions (15 from past exams, 5 critical
thinking)
 Collect ACT scores- validate as a normalizer
 Utilize common content from past/future
exams to compare traditional vs. redesign
 Utilize enrollment in Human Physiology as
evidence that the students persisted in their
program
 Utilize learning style and opinion surveys for
course satisfaction data
Human Anatomy Redesign
 Approach:
18
Anatomy & Physiology I
23% increase
20
18
16
16
14
14
*
12
10
8
8
6
6
Pre
Post
13% increase
*
12
10
4
Anatomy & Physiology II
Pre
4
2
2
0
0
 Average score; error bars= standard deviation;
*=p <0.005 (T-test)
Post
Human Anatomy Redesign
20
Mean increase 21%
Pre
Percent Correct
50.0%
Post
40.0%
30.0%
20.0%
10.0%
0.0%
15
16
17
18
19
20
Human Anatomy Redesign
60.0%
27
4.0
26
Composite
25
Science/Reasoni
ng
3.5
ACT Score
24
3.0
Math
2.5
23
Reading
22
2.0
21
1.5
20
19
1.0
18
0.5
17
A
B
C
D
Anatomy and Physiology I Grade
F
0.0
84
85
68
45
60
A
B
C
D
F
Human Anatomy Redesign
GPA vs. A&P I
Grade
Relationship between ACT scores
and A&P I course outcomes
 Required a staggered approach to teach out
 Impact on certified programs
 Articulation issues
 A shifting opinion on the value of the effort
 Fear of a loss in quality due to computer
components
 Sustainability of model
 Resistance to change pedagogy
Human Anatomy Redesign
 Curriculum issues related to the transition of
a course series
 Big problem in Rental Systems
 E-book vs. Bound
 No consensus reached on level of McGraw
Hill support for campus
 Package all components- sell to students
 A La Carte approach through bookstore
Human Anatomy Redesign
 Linking the course to electronic resources
links you to the new version of the text
 A significant change to GAs/ULAs reduced the
need, as designed
 Displaced faculty are slow to acclimate to the
changes and will likely replace the GAs/ULAs
in the short-term
Human Anatomy Redesign
 The traditional course was mainly taught by
tenure-track and full-time instructors