Transforming A Large Anatomy Class Into A Student Centered Learning Experience
Bibliographic record
Abstract
Anatomy education is challenged to develop contemporary pedagogies that move beyond memorization and factual recall to integration of information eliciting from students meaningful and deeper understandings. Inquiry‐based learning is one such strategy that involves students' active and increasingly independent investigation of questions and problems that are of interest to them. This learning strategy aims to encourage learners to draw upon the broader contexts for learning and emphasizes the development of skills that extend beyond the confines of the classroom. This study explores undergraduate students' perspectives and experiences of an inquiry project and its learning utility over a five year period. At the conclusion of each iteration qualitative analysis of assessment surveys were indicative that the inquiry‐based learning activity was useful for developing teamwork skills, communication skills and achieving personal goals, while the responses from facilitators of the project reflected on deep and active learning as being the primary benefits to the students. Although the perceived benefits of the activity differed between the two groups, the overall reaction was positive from all participants. Furthermore, from the data collected each year modifications were made to the inquiry‐based activity and these changes were tracked to inform trends over time. Positive perspectives consistently highlighted the value of student‐selected topics of interest, being creative with research and presentations, and working collaboratively with peers. Negatives were present every year but less consistent and reflective of the modifications of the activity. While a common theme has been the desire for more guidance with this activity, changes in negative feedback demonstrate how modifications are working to address students' learning needs. In addition, students and facilitators were observed during group work sessions and presentations, activity documents and students' work were analyzed, and interviews were conducted. Data analysis indicated that outcomes of the learning experiences reflect that of authentic learning. These observations offer a favourable view of an inquiry‐based learning activity in a large‐scale undergraduate anatomy course designed to engage students through self‐directed education, peer interaction, and collaboration. Although inquiry‐based learning continues to remain a positive experience for students, further quantitative studies are required to determine the benefit of this active learning strategy in terms of learning anatomy and applying anatomy‐specific knowledge.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".