Anatomy and physiology model making project: Assessing students’ perceptions, learning gains and academic outcomes
Notice bibliographique
Résumé
Background and objective: Student-originated projects as an innovative teaching approach in the laboratory classes play an important role in maximizing students’ learning by allowing them to venture into independent inquiry, making their experience more meaningful. Anatomy and Physiology model making project as a form of innovative technique in teaching science is well implemented in all Nursing Institutes under the Ministry of Health in Oman, that forms part of the laboratory assessment of the course. It started three years ago, with its objective of reinforcing the knowledge in a more active learning environment. Since its implementation in 2013, there has been no baseline study conducted along this area and the over-all effectiveness of the project has not been assessed. This study was conducted to find out the learning gains of nursing student in Anatomy and Physiology Laboratory Course through model-making project approach with the end view of formulating recommendations based on the tested findings.Methods: The study employed descriptive correlational method of research and survey as the data gathering technique. The primary quantitative data came from purposively sampled Year I Bachelor of Science Nursing Student in Rustaq Nursing Institute of Academic Year 2015-2016 (n = 33), and students’ final course grades in Anatomy and Physiology as secondary data. The data obtained were treated using percentage, ranking, weighted mean, Chi-square test and correlation analysis.Results: Findings revealed that the respondents strongly agreed to the learning gains obtained through the use of the model-making project in terms of skills and values domain (composite mean = 4.07; 4.43) respectively, while agreed on the aspect of knowledge and attitude domains. The Chi-Square test values and correlation analysis showed significant relationship (p = .000) between the profile of the respondents in terms of age and gender and their assessments on the learning gains, as well as on the correlation between perceived learning gains and grades of the students.Conclusions: There were positive learning gains through the model-making project in terms of the four learning domains. Significant relationship were found between the profile of the respondents and their assessments of the learning gains. Furthermore, the perceived learning gains was significantly correlated with the grades of students in Anatomy and Physiology course. The formulated recommendations for the instructional guidelines were based on the lowest rated items and needed to be enhanced among the students.
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Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,005 | 0,009 |
| Méta-épidémiologie (sens strict) | 0,001 | 0,000 |
| Méta-épidémiologie (sens large) | 0,001 | 0,001 |
| Bibliométrie | 0,001 | 0,000 |
| Études des sciences et des technologies | 0,001 | 0,001 |
| Communication savante | 0,001 | 0,001 |
| Science ouverte | 0,001 | 0,003 |
| Intégrité de la recherche | 0,001 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,003 | 0,001 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».