The Effectiveness of a Student‐Centered, Experiential Learning Curriculum on Musculoskeletal Anatomy of the Lower Limb Using Yoga Asanas
Notice bibliographique
Résumé
Background and purpose Traditional human anatomy pedagogy has been experiencing paradigm shifts over the years as curricula evolve to better engage students with student‐centered, experiential learning. Today, these conceptual strategies are integrated into Dance Technique Education, as a way to increase dancers' knowledge and understanding of how to use their own bodies. The same active learning approach has a future in applications to other physical activities including yoga practice. Using the three representations (Iconic, Symbolic, and Enactive) of curriculum design from Bruner's Theory and Kolb's two‐fold Experiential Learning Theory, the primary purpose of this study was to fashion a new teaching curriculum dedicated to the learning and understanding of the anatomy of the lower limb. The secondary purpose was to document and assess improvements in participants' Range of Motion (ROM), flexibility, strength, and balance in the lower limbs post completion of the experiential learning curriculum. Method Following literature reviews on the successful impact of Active and Experiential Learning, 17 experimental participants were recruited to participate in a two‐hour, lower‐limb musculoskeletal anatomy learning session using yoga asanas and inspired by Bruner's three Representations. In contrast, 17 control participants were recruited to participate in yoga sessions lacking anatomical instruction. All participants were assessed on anatomical knowledge retention, ROM, flexibility, strength, and balance performance over a two‐month time period. Participants attended two follow‐ups sessions where the researcher documented changes in lower limb mobility. Participants' qualitative feedbacks were used to study the overall impact of a learner‐centered and experiential learning experience. Results Based on participant feedback and documented results, the Experiential Learning program was well received, effective in teaching anatomical concepts, and notably increased participants' ROM, flexibility, and strength. Experimental participants outperformed control participants in knowledge retention and overall improvement in lower limb mobility over two months. Discussion and Conclusion Bruner's theory on curriculum design and Kolb's theory on experiential learning proved effective when implemented into a two‐hour anatomy‐yoga learning session. The positive outcomes yielded from the two‐hour learning session and the two follow‐ups sessions over the span of two months holds promise for this curriculum's future application using any movement‐based practice. Future work should focus on the development of anatomical experiential learning curricula to compliment traditional didactic teaching approaches. Support or Funding Information Queen's University This abstract is from the Experimental Biology 2018 Meeting. There is no full text article associated with this abstract published in The FASEB Journal .
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Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,001 | 0,001 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,001 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
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 tête enseignante, 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 ».