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While the number of students with disabilities in postsecondary programs has increased over the past few decades, they earn lower grades and are less likely to graduate. Academic outcomes are also worse for those with invisible disabilities such as ADHD and learning disabilities, especially as younger college students. Large, intro level courses such as Basic Human Anatomy (ANAT-A215) serve as pre-requisites for entry into competitive programs, including the Bachelor of Nursing program at Indiana University Bloomington. Therefore, equitable academic and career outcomes may be lacking for students with disabilities. This study utilized a triangulation convergent mixed methods approach by analyzing academic outcomes for accommodated students with disabilities across twelve large, intro level STEM courses, including ANAT-A215, and six large, intro level non-STEM course between Fall 2014-Spring 2020. These outcomes were merged with findings from semi-structured interviews investigating the experiences of six accommodated students with ADHD or learning disabilities. Students with disabilities, including those with ADHD and learning disabilities, received lower final grades in large, intro level STEM courses. Younger students in particular reported struggling adapting to the demands of STEM courses and did not know how to actively study. The added time associated with college STEM courses also appeared to negate the benefits of accommodations such as extra time. Overall, changes to grading schemes, the availability of active learning resources, and level of faculty support are needed to support the learning needs and of students with disabilities, including those with ADHD and learning disabilities. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The purpose of this quantitative study was to explore the impact the COVID-19 pandemic had on medical education by comparing USMLE Step 1 first attempt pass rates of examinees from US/Canadian schools in Doctor of Medicine (MD) programs from 2020-2022 to prior years' pass first attempt pass rates (2017-2019). Additionally, the effectiveness of the modality of anatomy instruction was explored by comparing pass rates pre- and post-COVID-19. The setting for this study is the testing centers around the world from 2017-2022. Using statistical analysis, results from the 2020-2022 first attempt pass rates were compared to the first attempt pass rate from 2017-2019. At a predetermined alpha level of 0.05, the results of the independent sample t-test indicated no significant difference (t (4) = 0.447, p = 0.339, effect size = 0.427 SD) in first attempt pass rates for examinees from 2017-2019 (M = 96.33, SD = 2.517) and pass rates for examinees from 2019-2022 (M = 95.67, SD = 2.52). The magnitude of the difference in the means (mean difference = 0.66667, 95% Cl: -3.47221 to 4.80555) was not significant, and the null hypotheses were accepted. These findings indicate that medical education adapted sufficiently to the disruption of in-person teaching during the COVID-19 pandemic. Future recommendations for research included analysis of USMLE Step 1 raw performance data, a follow-up study identical to this one every three years for the next six years, and comparison of other high-stakes medical examinations pass rates during the same period (2017-2022). [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Background: Laparoscopic cholecystectomy (LC) is one of the most frequently performed surgical procedures worldwide with occasional serious complications, including bile duct injuries, that may reflect surgeon misperception, rather than errors of skill and knowledge. Intraoperative cholangiography (IOC) is an imaging procedure that may prevent or identify these complications by defining biliary anatomy, identifying choledocholithiasis, and preventing or identifying common bile duct injury during LC. No formal curriculum exists for training surgical residents on how to perform and interpret IOCs; typically, residents rely on intraoperative guidance from attending surgeons and experience to develop the necessary skills. Since IOCs are not performed routinely, surgical residents have limited learning opportunities and therefore may have difficulty performing and interpreting them. Training programs based on perceptual learning (PL) principles, where learners experientially become more efficient and accurate at extracting valuable information from their environment, expedites the development of the necessary pattern recognition skills needed to improve image interpretation. To address the lack of a formal IOC curriculum, we designed a PL-based training module for surgical resident IOC, or cholangiogram, interpretation. Given PL benefits to other disciplines, there is an opportunity to leverage this approach to transform how we educate surgical residents to improve their pattern recognition abilities and subsequent surgical outcomes. Methods: Surgical residents from post-graduate year (PGY) 1 to 4 were assessed on their ability to identify cholangiogram completeness, differentiate between anatomic variants and abnormal findings, and provide diagnosis and management recommendations using a computer-based program. Pre- and post-training assessments were conducted, measuring residents' accuracy and response time, along with an evaluation of attending surgeons as a baseline. Confidence levels in cholangiogram interpretation were surveyed before and after the training. A subset of participants was interviewed to gather qualitative insights on their experience. Additionally, we explored the impact of combining simulator-based training for performing IOCs with the online interpretation module on residents' accuracy, response time, and confidence. First-year residents who were not exposed to the previous training modules participated in a pre/post control group design study. Results: 23 residents participated in the initial training and assessment component. Most residents (95.7%) found the training helpful and effective. Significant improvements were observed in residents' confidence levels for identifying complete versus incomplete cholangiograms (p=0.024), anatomic variants (p<0.001), abnormal findings (p<0.001), and overall cholangiogram interpretation (p=0.016). The accuracy of residents' interpretations increased significantly from pre-training (mean accuracy 75.3 ± 10.7%) to post-training (mean accuracy 81.9 ± 6.1%, p<0.001). There was a reduction in average response time per question from 25 ± 12 seconds to 17 ± 12 seconds (p<0.001). In the combined procedural simulator and online interpretation training study, 20 first year residents participated. The training was found to be helpful by 88% of participating residents. The training group showed significant improvements in confidence levels, pre/post training, compared to the control group for various aspects of IOC interpretation: identifying complete versus incomplete cholangiograms (p <0.001), anatomic variants (p<0.001), abnormal findings (p=0.029), and overall cholangiogram interpretation (p=0.004). Although the training group demonstrated improved accuracy gains compared to the control group, the differences were not statistically significant. Both groups showed decreased average response times, with a greater, non-significant reduction observed in the training group. Conclusion: A perceptual learning-based training module is a viable approach to educate surgical residents on performing and interpreting IOCs effectively. Further research is necessary to establish the validity of the training module, assess long-term retention, and evaluate its impact on clinical practice. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Higher learning institutions teaching gross anatomy are implementing 3D technology, such as the Anatomage Table, to supplement cadaveric dissection. However, the literature is scant about the effects of introducing 3D technologies on students' learning outcomes in the study of gross anatomy. The purpose of this quantitative study was to determine the difference in written exam scores and laboratory exam scores between Doctor of Physical Therapy (DPT) students who participated in gross anatomy instruction using Anatomage Table technology for one semester and PT students who participated in gross anatomy with traditional only instruction at a local university. The study was guided by the adaptable learning theory framework for technology-enhanced learning (AF-TEL) and facilitating student engagement through educational technology. The study used a convenience sample of archival data (N=1334) from a five-campus university in the United States. The data were analyzed using the Mann-Whitney U test and Spearman's rho. Key findings demonstrated a significant difference for students using the Anatomage Table on laboratory exam scores, while written exam scores were not significantly different. Correlational analysis revealed a moderate, significant relationship between the Anatomage Table utilization and laboratory exam performance and a significant but small relationship between Anatomage Table utilization and written exam scores. Many students could be helped to select a learning environment that uses various modalities to learn anatomy. Institutions could make curricular designs to introduce tested technologies to enhance student comprehension and performance, thus advancing social change in the educational field. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The severe shortage of healthcare professionals creates an increased demand for new graduates in Allied health and Nursing programs. Gateway science courses to HCAD programs such as A&P are often considered predictors of student success in Allied health and Nursing programs. A&P courses have been traditionally taught face-to-face, and the COVID pandemic has forced institutions to switch these courses to a fully online format. Despite its increased popularity, the impact of fully online gateway courses on student academic performance in HCAD programs needed to be clarified. This quantitative study examined the relationship between fully online gateway science courses and student academic performance in HCAD programs at Regional Community College. Data was collected from a large community college in the Southeastern region of the United States retrospectively over the academic years 2017-18 to 2021-22. The quantitative analysis included Welch's ANOVA tests with multiple comparisons and chi-square tests. The result indicated an association between the A&P II course completion format and the mean course grade points, which was statistically significant ("p" < 0.05). The findings demonstrated a significant association between the A&P II course completion format and first-year student retention in HCAD programs. Multiple comparison tests revealed that even though the first-year HCAD program retention rates were lower among the post-COVID online group, those who advanced and graduated from HCAD programs in that group performed better academically. The results of this study indicated that online modality could be a viable course delivery option for instructing gateway science courses. It is unclear whether one course delivery method is better than other methods in improving student academic performance in HCAD programs due to various reasons. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The purpose of this study was to determine the effectiveness of the implementation of case-based learning compared to traditional lecture in increasing critical thinking skills in an undergraduate Anatomy & Physiology I classroom. Throughout the course of one semester, five units were taught with the addition of a case study as an instructional tool while the other four units were taught utilizing only didactic (lecture) methods and did not teach content utilizing case study methodology. Two types of content-specific critical thinking data were analyzed: selected multiple-choice exam questions and End of Chapter (EOC) assignments. The Cornell Critical Thinking Test (CCTT) was administered at the beginning and end of the semester to measure general critical thinking skill progress throughout the course. In addition, the Student Assessment of Learning Gains (SALG) survey was administered at the end of the semester to measure student perception of learning via different teaching methodologies. Exam data indicated a growth in content-specific critical thinking throughout the semester while EOC data were inconclusive. The CCTT data showed an overall lack of change in critical thinking skills. Students perceive case studies as generally helpful for learning, but rate lecture and laboratories as providing more assistance in learning course material. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This pilot study aimed to evaluate a pre-educational resource program (PREP) for transfer nursing students to determine its impact on persistence and preparedness. Drexel University (DU) College of Nursing and Health Professions offers a Bachelor of Science in Nursing for traditional and transfer students. Evidence demonstrates a gap in the pass rates between traditional and transfer students for the NURS 221--Pathophysiology course. The two study groups have different preparation and time between prerequisite courses for the NURS 221--Pathophysiology course. Sufficient comprehension of anatomy and physiology is required to pass NURS 221--Pathophysiology. Transfer students complete two courses in anatomy and physiology at another accredited higher education institution. A transfer student must have completed the two anatomy and physiology courses between one and five years before starting the nursing program at DU. Conversely, traditional nursing students complete Anatomy and Physiology, I, II, and III at DU within one year before taking NURS 221--Pathophysiology. To address the knowledge gap and pass rate for transfer nursing students, PREP modules were implemented before the NURS 221--Pathophysiology course. Participants engaged in four weeks of study specific to anatomy and physiology curriculum content in an online learning management system, completed a pre-test and post-test (to determine anatomy and physiology base knowledge and confidence), met with nursing faculty, and completed three surveys. While the sample size was small, results indicate that the PREP modules positively impacted student learning, preparedness, pass rate, and persistence. Methodology and findings are discussed, and recommendations are offered for the nursing program leadership at DU. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Widely accepted as a foundational course within health professions education, anatomy is often taken at the beginning of the health professional curriculum and students are expected to be prepared for the rigors of the course. Anatomy preparedness, evaluated in this study, has been defined as matriculating into a graduate or professional anatomy course with an adequate foundation in basic anatomy knowledge. In a mixed-methods study, pre-requisite syllabi of physician assistant students were analyzed via deductive content analysis to explore common traits within each group. The top and bottom 10% performing students were invited to participate in semi-structured interviews, n=5 participated. Additionally, correlation analyses were used to determine whether performance on a basic anatomy pre-quiz could aid in identifying allied health students with the potential to struggle in a professional anatomy course. A post-course survey was given to determine in which anatomy topics students felt underprepared upon matriculation, prior anatomy experience, feelings of preparedness, and anatomy pre-requisite recommendation. Finally, a pre-matriculation program targeting under-represented in medicine (URiM) students and those at-risk for failure in the medical program was developed. Correlation analyses were used to determine if there was a relationship between performance in the pre-matriculation program and the medical anatomy course. The same post-course survey was administered and focus groups were conducted; transcripts were analyzed via deductive content analysis. Syllabi traits critical to student success included exposure to specimens/prosections, practical exams, and supply of study resources; interviewees also perceived these traits to be important. Twenty-question pre-quiz scores significantly and positively correlated with student performance in their professional anatomy course. Students reported feeling deficient in anatomicomedical terminology and the nervous system. The pre-matriculation program was a success, with students performing at or above average within their cohort and compared to other URiM students. Both allied health and pre-matriculation students recommended taking anatomy prior to professional school. As seen in this study, students are capable of success with the proper resources and support. Furthermore, allied health and medical students recognized the importance of anatomy preparedness for success in health professional anatomy coursework and their openness to resources aimed at supporting their success. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Metacognition, the ability to self-regulate one's learning and performance, is well-known to provide numerous academic and professional benefits for students, educators, and clinicians. However, few studies have studied metacognition specifically in the context of anatomical sciences education. Therefore, the overarching purpose of this dissertation was to explore the metacognition of students and educators who are learning and teaching the anatomical sciences. This dissertation investigated the metacognition of allied health students (physical therapy, physician assistant, and occupational therapy; n=109), first-year medical students (n=1802), and anatomy educators (faculty, associate instructors, and teaching assistants; n=13) in anatomy courses through three multiple-methods studies. Quantitative data were collected using assessment data and either the Metacognition Awareness Inventory (MAI), Practice-Based Learning and Improvement (PBLI) assignments, or Teacher Metacognition Inventory (TMI). These data were then analyzed using the appropriate descriptive and inferential statistics. Qualitative data were also collected through reflective writing activities (e.g., online discussion boards or reflective journals) and analyzed using thematic or framework analysis. Overall, both students and educators improved their metacognition across a semester of either learning or teaching anatomy, with certain subgroups demonstrating greater metacognitive ability or growth than others. Higher performing allied health and medical students were both more accurate at predicting their exam performances compared to their lower performing peers. Faculty also demonstrated the greatest teaching-specific metacognition, though teaching assistants exhibited the greatest growth in their teaching-specific metacognition. These improvements were primarily in their reflective ability and awareness of personal strengths and weaknesses as teachers. Several notable themes relating to metacognition were also identified such as student willingness to monitor learning diminishing over time due to competing academic or professional commitments. Additionally, novice educators were more inwardly-focused on personal traits and content mastery, whereas experienced educators were more outwardly-focused on interpersonal factors (e.g., student rapport and inclusive language).These insights into the metacognition of both students and educators can inform how to best support and improve teaching and learning in the anatomical sciences. Given the significance of metacognition, it may be beneficial to incorporate educational activities that can support the metacognition of both students and educators, simultaneously. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Individuals with disabilities have been less involved in school activities than their same age peers and this includes career preparation in science and math (Eriksson et al., 2007; Agran et al., 2020; Jackson et al., 2022). Specifically, individuals with intellectual disabilities (ID) have been underrepresented in science education (Lee, 2011) and in science careers (NSF, 2019). Previous studies have concluded that this underrepresentation can be due to lack of preparation of students with disabilities, access to facilities, programs, and equipment, and acceptance by educators, employers, and co-workers (Burgstahler, 1994). This study aims to expose transition-aged youth with ID to science concepts by using virtual reality and to give them a better understanding of their own bodies (Collins et al., 2017; Rizzo et al., 2016). This study investigated the effects of a virtual reality (VR) human anatomy application as the means of teaching science vocabulary definition and location acquisition for three different human anatomy systems (digestive, respiratory, and integumentary) to college-age students with ID. This single subject, multiple baseline study included two college age students with ID. The intervention package included both a guided and exploratory portion. Data were collected on the participants accuracy on the definitions and locations of ten vocabulary words for each of the three body systems. Findings indicated that a functional relation existed between the implementation of the intervention package and an increase in the accuracy of scores in both definitions and locations for each of the three body systems for each participant. Tau-U scores also yielded significant (p<0.05) effect sizes for both participants in the digestive and respiratory systems. System Usability Scores (SUS) indicated marginal scores for one participant and excellent for the other participant. The participants' social validity questionnaire reflected a positive experience with the VR headset as well as the application offered minimal negative feedback about the study. The findings highlight that using the Universal Design for Learning (UDL) framework and virtual reality (VR) is an effective means of supporting science vocabulary acquisition for college-aged students with ID. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

When transitioning to higher education, students need to develop the skills to become self-regulated learners capable of setting their own learning goals and planning and monitoring their learning. Self-regulated learning and academic performance have been shown to positively correlate with effective time management and study skills. There are several study skills supported by the literature, and this work focuses on three in particular--retrieval practice, spacing, and interleaving. Strong study skills have been repeatedly linked to metacognitive skills, in which students reflect upon their understanding during the learning process. Collectively, these skills lead to students being better prepared to manage the rigors of higher education and become life-long learners. Being a life-long learner is especially important for students who are pursuing a career in healthcare because they will need to continuously adapt to their everchanging fields. This mixed methods study was conducted first as a pilot study and then with an intervention. The pilot study sought to determine the time management and study strategies utilized by students and the impact of implementing study logs and reflection questions in a Master's gross anatomy course. Students enrolled in the course during the spring of 2021 were invited to participate in the study. Through study logs, students documented their study time, and reflection questions prompted students to reflect on their own learning and study strategies. Students could also request feedback on their responses to the bonus assignments. Eighty-four responses to the reflection questions underwent thematic analysis, and Pearson's and Spearman's correlation and simple linear regression were performed to determine if relationships existed between grades in the course, the number of bonus assignments completed, the number of hours reported studying, and responses to the reflection questions. From the thematic analysis of qualitative data, five major themes were constructed: surface learning, deeper learning, metacognitive awareness, time management, and utilization of course materials. Students who engaged in surface learning strategies utilized more passive study approaches, such as re-reading their notes or re-watching recordings of lectures. Conversely, students who engaged in deeper learning strategies actively engaged with the material using strategies like retrieval practice and group study. Responses to reflection questions indicated the development of metacognitive awareness; students reported reflecting on their study strategies and modifying them as needed to better learn the information. Students often commented on the importance of effective time management and reflected on the negative effects of poor time management on their academic performance. Finally, students emphasized the importance of utilizing the materials provided in the course, which included lecture materials, assigned textbook readings, and cadaveric specimens in the gross anatomy laboratory. Statistical analyses showed that completing the bonus assignments predicted 6.2% of the variation in final scores in the course. Results suggest that completing study logs and reflection questions promoted student development as self-regulated learners and positively impacted student performance in the course. The results of the pilot study were used to direct the creation and implementation of study strategies modules in the Master's gross anatomy and histology courses. These modules introduced students to time management techniques, and study strategies such as retrieval practice, spacing, and interleaving. The methodology was consistent with that of the pilot study. Six themes were constructed from the thematic analysis: surface learning, deeper learning, resources utilized, metacognitive awareness, time management, and level of detail. Several of these themes echoed the findings of the pilot study. For students who participated in the intervention, though, there seemed to be difficulty in discerning how much or how in-depth they needed to study in preparation for examinations. Student responses to the bonus assignments were further analyzed to track changes over a semester and an academic year. Some students kept their strategies consistent--sometimes for the best and other times for the worst--while others adapted their strategies as they went. Quantitative analysis revealed that students who were enrolled in courses that included all three bonus assignment types performed statistically significantly better in the course compared to the previous cohort, who did not have the opportunity to complete any bonus assignments. The results of these studies highlight the importance of integrating the teaching of study strategies within a course, using course-specific examples to demonstrate the strategy. However, although the majority of students positively perceived these assignments in both studies, many had trouble implementing new strategies consistently or modifying their current strategies. This suggests that time management and study strategies are the "broccoli" of education--while students may acknowledge that identifying effective strategies is good for them and their academic performance, they may not always be inclined to utilize them or enjoy them. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This study explores allied health undergraduate students' experiences learning human anatomy through Augmented Reality (AR) technology compared to other modalities in a private university. The research used multivariate analysis to measure and understand the impact of AR on the learning of human anatomy by undergraduate allied health students, specifically those in nursing and dental hygiene careers (N = 302). A mixed methods research design using statements on a 5-point Likert scale and open-ended questions was used to collect quantitative and qualitative data. Participants were asked to compare their educational, affective, and physical experiences in a Human Anatomy course. Although there were no statistically significant differences in the impact of AR compared to other modalities, the study demonstrated that positive and negative factors could influence students' motivation and self-efficacy. While approximately 54% of the participants desired to use AR again, 64% stated that AR increased their knowledge of anatomy. Highlighted was a less affective experience due to unresponsive technology and physical distress. Of the findings, participants' negative physical experience with the device (e.g., eye strain, headaches, dizziness, and neck pain) was significant despite the positive feedback on AR's benefits. This study found that the physical discomfort that students experienced compared with other modalities was irremissible. Nonetheless, as AR evolves and becomes more adaptive, responsive, accessible, and cost-effective, allied health colleges will likely invest in AR as a primary learning modality. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Anatomy and Physiology (A&P) courses are undergraduate biology prerequisite courses that cover many topics about human biology, including anatomy, histology, organ systems, and homeostasis. The purpose of the course is to equip students aiming to enter nursing and allied health education programs with an understanding of basic biological principles relevant to human biology and pharmacology. However, these courses have a high incidence of failure, and many students need to retake the course to progress in their competitive academic programs. Students tend to rely on memorization techniques to learn the course content, and given the nature of A&P as a discipline, this can be insufficient to achieve desired learning (i.e., mastery over the course content) and academic (i.e., course grades) outcomes in these courses. Thus, it is vital to identify evidence-based teaching practices and student factors that contribute to academic outcomes in this course. The three projects that compose the scholastic contribution of this dissertation collectively synthesize evidence-based teaching practices in A&P contexts, test how student affect factors (e.g., self-efficacy, science identity, and situational interest) impact student outcomes, and explore the experiences of students taking the class. The first project (Chapter II) is a systematic review that summarizes pedagogical interventions from 111 research articles about how A&P instruction impacts students' learning outcomes and satisfaction. The second project (Chapter III) uses mixed methods and found that in a sample of 83 introductory A&P students, scores on a science identity metric predicted final grade in the course. The qualitative component of Chapter III also identifies emerging allied health identities alongside science identity as driving motivators for students repeating the course. The third project (Chapter IV) examines student experiences with A&P through the lens of transformative experience theory. This exploratory project examines student writing for evidence of students making connections between course content and their everyday lives using a mixed methods approach. Qualitative content analysis and epistemic network analysis reveal that students make salient connections between their interest in the course content, expansion of perception of the course content as relevant to their everyday lives, learning about A&P, and viewing the course content as relevant to their personal lives. In sum, these projects benefit A&P instructors and biology education researchers working to support student outcomes in A&P. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Temporomandibular Disorders are a prevalent group of disorders affecting the temporomandibular joints and surrounding structures, including the masticatory muscles, ligaments, and tissues. Voice pedagogy literature and social media suggest an incomplete understanding of TMDs among voice teachers, with no repository containing a synthesis of current information. The purpose of this dissertation was, therefore, to create a practical guide to Temporomandibular Disorders that would be relevant to singing and presented in a way that would be accessible to voice teachers in the teaching studio. The first section of the dissertation contains information about anatomy and pathophysiology of the TMJ from the perspective of the biopsychosocial medical model and a review of literature describing the relationship between TMDs and the voice. The second section describes the voice teacher's role in diagnosis and management of TMDs, discusses considerations for voice teacher response using the biopsychosocial model and outlines recommendations for adaptations in the voice studio. The entire document concludes with suggestions for future research and instructions for specific vocal exercises to be used for TMD management. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Anatomy and Physiology (ANP) courses are a standard requirement for effectively all undergraduate healthcare programs in the country. A large majority of students enrolled in these courses are attending 2-year colleges and pursuing nursing certifications and recertifications. Traditionally, the instructional method and content of Anatomy and Physiology courses is based on traditional instructor focused lecture platforms, with laboratory content centered on physical modeling and manipulation. As technology advances and the continued impacts of the COVID-19 pandemic shift our educational platform methods, larger scale considerations for what merits student success are considered. Comparison of course success in ANP and summative assessment success on nursing entrance exams, illustrates that the platform of content instruction is potentially less meaningful and that larger scale considerations may be necessary for assessment skills and the transition of ANP content knowledge, particularly with long term COVID-19 impacts on education. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

To practice physical therapy, physical therapist assistants (PTAs) must graduate from an accredited program and pass the National Physical Therapy Examination (NPTE). There is a lack of evidence exploring the relationships between admission processes in PTA programs with no pre-requisites. The first purpose of this study was to determine whether differences exist in the first-time pass rate on the NPTE between students in a PTA program who completed Anatomy and Physiology I versus students who have not completed it before admission. The second purpose was to determine whether differences exist in first-time pass rate on the NPTE between students in a PTA program who completed College Algebra versus students who have not completed it before admission. Data from five graduating cohorts who were enrolled in a PTA program from 2016 through 2021 (N = 110) were retrospectively reviewed utilizing an alpha level of p < 0.05 to establish statistical significance. The study's results revealed that Anatomy and Physiology I was an indicator of NPTE first-time success with a statistically significant difference (p = 0.005) in the first-time pass rate success of students taking it prior to admission compared to those who took it after admission. College Algebra was an indicator of NPTE first-time success with a statistically significant difference (p = 0.002) in the first-time pass rate success of students taking it before admission compared to those who took it after admission. The study's results suggest that PTA programs requiring these two pre-requisites may demonstrate better first-time NPTE pass rates. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

With changes in cadaver availability, ongoing innovations in technology, and rising pedagogical changes, the field of anatomy education is amidst adaptations. In the field of occupational therapy (OT) education, anatomy is often part of the core curriculum. The problem was the limited literature on technology tools being used by educators in OT programs in the United States. The purpose of the descriptive qualitative study was to explore the media tool preferences of anatomy instructors in occupational therapy programs throughout the United States. The theoretical framework guiding the study was the cognitive load theory and the technological, pedagogical, and content knowledge (TPACK) framework. Each model's framework is supportive of the decisions behind technology selections. Of the 45 states with master's and entry-level doctoral OT programs, purposive sampling identified 15 anatomy educators nationwide. Qualified participants with at least 3 years of teaching experience participated in remote semi-structured interviews to uncover instructor perspectives. Questions used during virtual participant interviews were vetted by subject matter experts. Transcribed interviews were methodically reviewed to identify common codes and categories. Thematic findings centered around technology decisions, technology as a supplement, technology as an enhancement, and instructor point of view. Thematic findings were shared with the OT and anatomy education communities, creating a dialogue on an infrequently discussed topic. Future research recommendations surround exploring teacher methodologies as well as gaining the student perspective of technologies used and the perspectives of entry-level clinicians. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Distance education has become increasingly popular among college students over the last two decades and institutions have responded to this demand by offering more online and hybrid courses. These courses provide many benefits to students, including increased flexibility and accessibility, which contribute to its growing popularity. However, science, technology, engineering, and math (STEM) disciplines have been slower to create online courses, likely due to the laboratory component that most STEM courses contain, which has traditionally been completed in a face-to-face setting. Many faculty, administrators, and national organizations have indicated that virtual labs cannot serve as an effective replacement for in-person labs. The purpose of this quantitative, causal comparative study was to examine the impact that lab delivery methods have on the achievement of learning outcomes, transfer of learning, and self-perception as it relates to persistence among higher education students in an anatomy and physiology lab course. A total of 99 students participated in this study; 53 of these students completed an in-person lab, while the other 46 students completed a virtual lab during an anatomy and physiology course. Pre- and post-tests were used to assess student achievement and learning transfer, while pre- and post-surveys were used to assess changes in students' self-perceptions related to persistence in college and persistence in the sciences. The results indicated that students who completed the in-person lab displayed higher achievement than the students who completed the virtual lab; however, there was no significant difference in the transfer of learning between the two groups. Additionally, the students who completed the in-person lab experienced a significant increase in their self-perceptions related to persistence in the sciences, while the virtual lab students did not. Neither method of lab delivery had a significant impact on self-perception regarding college persistence. Based on these results, the recommendations are that virtual labs should be offered in conjunction with, rather than in place of, in-person labs and that lab experiences should be interactive and engaging, regardless of the delivery method. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The implementation of curriculum change, and innovative pedagogical theory, can help educators and administrators in higher education further the learning gains of students in the sciences. But the introduction of new methods of teaching, or curricular restructuring, can be interpreted by students differently, potentially affecting students' emotional states as well as their relationships with peers. To support not only the learning of students, but also their emotional and social well-being, pedagogical and curricular theory should be enacted in ways that take into consideration the full scope of the student experience. In this dissertation, the implementation of curriculum and pedagogical theory, and the effects of the usage of active learning methods, are examined through student learning gains as well as through any reported social and emotional affects. In the first chapter we examine the history and realization of the integration of clinical and biomedical sciences in the field of predoctoral dental education. In the second chapter, the effects of early experiential learning opportunities are examined via students' progression to clinical competence and students' self-reported confidence in a predoctoral dental program. In the third chapter, we consider and review how curricular change may affect students' emotional states, their relationships with peers, and if the concept of stereotype threat played any role in the complication observed. Lastly, in chapter four we explore how active learning may benefit, or hinder, the learning of students in an undergraduate anatomy course with social anxiety in a virtual learning environment. Throughout this dissertation, we seek to promote student learning through the use of educational best practices and consider how curriculum and pedagogical changes might also affect the feelings and emotional states of students, for the purpose of building a considerate and effective educational environment. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Case-based learning (CBL) is an approach that uses clinical case activities in the classroom to engage students and encourage a deeper understanding of scientific concepts. Anatomy and Physiology (A&P) is a course that many students take as a prerequisite for admission to professional health schools. This study investigated the effect of CBL in facilitating clinical reasoning skills (CRS) in undergraduate A&P instruction. Undergraduate students from two classes taught by the same instructor participated in the study. One class (experimental group, n = 24 ) was taught with the CBL approach, and the other class (control group, n = 24 ) was taught without CBL. Quantitative data collected for this study were scores on the pretest and posttest clinical reasoning problem (CRP) instrument about the central nervous system, autonomic nervous system, and special senses. A 2 x 2 (CBL vs. No CBL x Pre-Posttest) mixed-model analysis of variance (ANOVA) was performed for each of the three systems with the scores on CRP as a dependent variable. Nine students were selected for interviews from the control and experimental groups based on their CRP assessments. Interviews were conducted after the completion of each CRP assessment, and content analysis was performed for the interview data. Analysis of the quantitative data revealed an increase in mean scores from pretest to posttest for those in the experimental group but a decrease in mean scores from pretest to posttest for those in the control group. Scores on special senses revealed a significant group x time interaction effect. Analysis of the interviews revealed that students in the experimental group utilized A&P concepts while reasoning through the CRP assessments. These results suggest that CBL may help facilitate CRS. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Distance courses are in high demand, post-secondary institutions are being encouraged to offer more. Some studies have found distance science classes to be as effective in content and student success, as on-campus courses. Distance courses often require greater self-motivation and study skills and as a result, the success of students in distance courses may be more variable than what would normally be found in on-campus courses. To assess the role of student preparation and learning characteristics in a distance version of a senior-level college anatomy and physiology course the Motivated Strategies for Learning Questionnaire (MSLQ) was used to examine the relationship between motivation, self-regulated learning, and academic achievement in an online animal anatomy and physiology laboratory section. The online laboratory section ran in conjunction with an online lecture course and enrollment in both was required. The online laboratory section was compared to an on-campus laboratory section. A pre- and post-test was administered to students to determine knowledge gained and compared distance and on-campus scores. Additionally, distance student satisfaction was measured using a self-reporting Likert Scale survey. The Motivation section of the MSLQ is intended to assess value, expectancy, and affect as reported by students. The Learning Strategies section is intended to assess use of cognitive, metacognitive, and resource management strategies. Construct mean scores were correlated with end of lab grades. Data from each semester, Spring 2021 and Fall 2021, were analyzed separately. Distance students from both semesters reported self-efficacy, task value, and help-seeking strategies were correlated to their final laboratory grade. In contrast, on-campus students reported control of learning beliefs, and self-efficacy to be correlated with their final laboratory grades. There were variations between semesters in effectiveness of distance learning based on improvement in pre-test versus post-test scores given at the beginning and ending of the semester, respectively. Both semesters of distance students improved their anatomy knowledge more than the on-campus students. When compared to the distance students in Fall 2021, Spring 2021 distance students spent more hours completing laboratory assignments, worked more hours per week, and were enrolled in more credit hours. Both semesters of distance students were overall satisfied with their experiences but Fall 2021 students rated the course satisfaction higher, which indicated distance students can be highly satisfied with distance laboratory courses. The differences in demographics could partially explain the differences in satisfaction scores between the two semesters as students in the distance Fall 2021 course reported overall a higher satisfaction score. Additionally, both semesters of distance students gained more anatomy knowledge when compared to the on-campus students, indicating mode of delivery was just as effective. Furthermore, each group of students reported different constructs that influenced academic performance, but majority of students reported that self-efficacy influenced academic performance. Students in the fall distance and on-campus courses did have similar motivations and learning strategies, such as task value and self-efficacy which are two components of self-regulated learning, that positively predict student satisfaction which could explain their overall satisfaction with the course. Additionally, the higher correlations with the MSLQ constructs and final laboratory grade could explain the knowledge gained in the fall semester. Instructors could use known motivations to improve learning in the classroom despite mode of delivery and educate students about self-reflection and self-regulation methods. Instructors could provide students opportunities to self-assess efforts. Lastly, Animal Science programs can offer distance specific science classes and instructors should be encouraged to explore opportunities to expand their programs using at-home laboratory kits that give students hands-on experiences. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Reading is a complex task that requires integration of information across brain systems that support sensory, language and cognitive processing. Individuals vary widely in reading ability: some read almost effortlessly, while others struggle to make sense of printed text. Factors at multiple levels from genes and brain through environment contribute to these individual differences in reading ability. Research at the neurobiological level has revealed structural and functional neural correlates of reading ability, but the links among multiple brain features and their associations to reading ability have seldom been investigated. This leaves a gap in the understanding of neurobiological mechanisms that drive individual differences in reading ability. In this dissertation, I aim to address that gap by examining relationships among neurobiological factors and reading ability in children in two studies. In Study 1, I examine relationships among cortical structure, reading-related functional activation, and reading ability. Specifically, I investigate whether functional activation accounts for a previously observed relationship between cortical thickness in the left superior temporal gyrus and reading ability (Perdue et al., 2020). In addition, I explore relationships among cortical thickness and functional activation across the whole brain to gain further insight to structure-function relationships in the context of reading. Findings reveal a nuanced, region-dependent relationship among structural and functional brain features related to reading, and alternative hypotheses to explain links between cortical structure and reading ability are considered. In Study 2, I investigate relationships among neurochemistry, white matter structure, and reading ability using state-of-the-art neuroimaging methods. I focus primarily on the neurometabolite, choline, which is involved in the maintenance and metabolism of white matter tissue and has previously been associated with reading ability (Pugh et al., 2014). This study provides preliminary evidence to support a putative mechanism by which choline is related to reading ability via its association with white matter structure. Together, these studies provide insight to neurobiological mechanisms associated with individual differences in reading ability. The findings promote further research in this domain that could contribute to early identification and treatment for children at risk of reading disabilities. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

There is a need for nurses throughout the country. Nursing program administrators need evidence-based admission criteria to determine the best applicants to admit to nursing programs. The problem to be addressed is the inability to determine which of the many preadmission criteria are predictive of success in nursing programs. The purpose of this retrospective quantitative study is to examine whether the Health Education Systems Incorporated (HESI) Admission Assessment (A[superscript 2]) composite, reading comprehension, math, anatomy and physiology, vocabulary and general knowledge and critical thinking sub scores are predictive of success in nursing programs. This study was founded on evidence-based practice, critical thinking, and Benner's Novice-to-Expert theory. The study sample consisted of five hundred and sixteen (516) nursing students who took the HESI A[superscript 2] before admission to their nursing program. This study was a retrospective quantitative correlational examination of the HESI A[superscript 2] scores and graduation and NCLEX-RN® first-time pass rates. The research questions asked whether the HESI A[superscript 2] scores and graduation and NCLEX-RN® first-time pass rates had a relationship. It was found that the composite, reading comprehension, math, and anatomy and physiology scores were weakly negatively correlated to graduation. These scores can be used to predict success in nursing programs if nursing program administrators use the midrange scores instead of the highest scores. Further research should be done using end-of-course averages instead of graduation rates to improve the study. Future researchers should also do a comparative study between associate degree programs and baccalaureate programs. Nursing program administrators should use the scores related to graduation to determine which applicants to admit to their programs. Program administrators should also look at the midrange scores for their applicants. This study gives nursing program administrators an evidence-based criterion to use in their application process. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Dissection of lab specimens is a common procedure in science classrooms, yet there are many unasked and unexamined questions relating to this practice. In addition to ethical considerations, there are personal and environmental health impacts of using conventional dissection, which has historically included animals and animal organs embalmed in preservative chemicals. The efficacy of using dissection as a learning tool is worth examining. The purpose of this thesis is to ask, analyze, and examine the multi-faceted questions associated with the use of dissection in the general science classroom. In addition, it is an invitation to engage a discussion about the possible negative consequences of using dissection, and to encourage consideration of alternatives that might be more ethically, pedagogically, and environmentally sound than existing practices. A review of the literature reveals that as many as 75% of classroom biology teachers use dissection and, generally, it is widely accepted and lauded as an important tool for learning about anatomy and physiology. Teachers express concern for a variety of issues associated with dissection, primarily student health and safety, and respect for lab specimens. As a response to these and other concerns, alternatives to physical dissection have been developed. These, however, are not widely used for a variety of reasons. The field research completed in this study is a qualitative analysis of the intellectual and emotional attitudes and beliefs associated with using dissection in the general science classroom. Additional perspectives are represented, and incorporated into the literature review, by interviews with experts in the fields of solid waste management and conservation biology. Example warning labels are appended.

Objectives: To determine the CBCT education status and the clock hours for CBCT instruction in North American Dental Schools. Method: An electronic questionnaire was sent to seventy-six PICOMRIs using Qualtrics. They were requested to send another questionnaire to fourth-year dental students. Results: Fifty PICOMRIs (65.79%) responded to the survey. CBCT anatomy and interpretation were taught in all thirty-three and twenty-nine responding dental schools, respectively. There was a statistically significant difference between CBCT instruction and PICOMRIs' education and experience (p[less than]0.05). A moderate and strong association between CBCT instruction and PICOMRIs' qualification and experience noted. PICOMRIs (69.44%) believed students were a novice and not sure/no (77.14%) about sufficient CBCT knowledge/skill level to implement CBCT. Sixty percent CBCT instruction (1-2 hours) occurred outside the radiology department and seventy-four schools offered continuing education. Conclusion: Data revealed inconsistencies in CBCT instruction and further research recommended establishing an adequate level CBCT knowledge level in North America. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

There has been a call from the national community of biologists and biology educators to increase biological literacy of undergraduate students, including understanding and application of core concepts. The structure and function relationship is a core concept identified by the wider biology community and by physiology faculty. Understanding of the core concept structure and function across multiple levels of organization may promote biological literacy. My research focused on the development of formative written assessment tools to provide insight into student understanding of structure and function in anatomy and physiology. In chapter two I developed automated scoring tools to facilitate the evaluation of written formative assessment based on structure and function. Formative written assessments allow students to demonstrate their thinking by encouraging students to use their diverse ideas to construct their responses. However, formative written assessments are not often used in the undergraduate biology classroom due to barriers, such as time spent grading and the intricacy of interpreting student responses. Automated scoring, such as lexical analysis and machine scoring, can examine student thinking in formative written responses. The core concept structure-function provides a foundation upon which many topics in anatomy and physiology can be built across all levels of organization. My research focused on the development of formative written assessment tools and automated scoring models to provide insight into student understanding of structure and function. My research objective was to examine student understanding of a core concept in anatomy and physiology by using automated scoring. Ten short answer questions were administered to students in a junior-level General Physiology course and a sophomore level Human Anatomy and Physiology course at a large Southeastern public university, and to students in Human Anatomy and Physiology courses at two Southeastern two-year colleges. Seventeen students were interviewed to determine if their responses to the short answer questions accurately reflected their thinking. Lexical analysis and machine scoring were used to build predictive models that can analyze student thinking about the structure-function relationship in anatomy and physiology with high agreement to human scoring. Less than half of the student responses in this study demonstrated conceptual understanding of the structure-function relationship. Automated scoring can successfully evaluate a large number of student responses in Human Anatomy and Physiology and General Physiology courses.In chapter three I compared conceptual understanding of structure and function in 2-yr and 4-yr student responses. Anatomy and physiology is taught at a variety of institutions, including 2-year community colleges and 4-year research universities. Regardless of the type of institution offering anatomy and physiology, conceptual understanding of the structure-function relationship is necessary to understand physiological processes. The focus of my research was to compare conceptual understanding of 2-year versus 4-year anatomy and physiology students by using written formative assessment. I hypothesize that differences in students' academic readiness between two-year and four-year institutions may affect conceptual understanding and student performance. Based on prior research, I predict that there will be a difference in conceptual understanding of the core concept structure and function between two-year and four-year students in anatomy and physiology, and that the students at the two-year institution will not perform as well as the students at the four-year institution, as measured by performance on the constructed response questions. Responses to eight short answer essay questions were collected from students at both types of institutions from students in human anatomy and physiology over six semesters. My results demonstrated that there is a difference in conceptual understanding of the structure-function relationship between 2-year and 4-year students in anatomy and physiology with more 4-year students mentioning SRF concepts in their responses compared to the 2-year students. A potential reason for this difference may be college readiness. There was no difference in performance between institution types on structure-function concepts examined in the A&P II course. My results suggested that students may benefit from a focus on core concepts within the content of anatomy and physiology courses. This focus should occur in both the first and second semesters of anatomy and physiology. Instructors can use written formative assessment to allow students to demonstrate their conceptual understanding within the organ systems.In chapter four I investigated how question features affect student responses to anatomy and physiology formative assessment questions. Short answer essay questions contain features which are elements of the question which aid students in connecting the question to their existing knowledge. Varying the features of a question may be used to provide insight into the different stages of students' emerging biological expertise and differentiate novice students who have memorized an explanation from those who exhibit understanding. I am interested in examining the cognitive level of questions, the use of guiding context/references in question prompts, and the order of questions, and how these features elicit student explanations of the core concept structure-function in anatomy and physiology. I hypothesized that varying the features of short answer questions may affect student explanations. Short answer questions based on the core concept 'structure-function' were administered to 767 students in a junior level General Physiology course and to 573 students in a sophomore level Human Anatomy and Physiology course at a large southeastern public university. Student responses were first human scored and then scored by using lexical analysis and machine scoring. Students were interviewed to examine their familiarity with levels of organization and to confirm their interpretation of the questions. Students demonstrated more conceptual understanding of four of the structure-function concepts when answering the understand questions and more conceptual understanding of two structure-function concepts when answering the apply questions. The question prompts provided a different context which may have influenced student explanations. There was no difference in conceptual understanding of the structure-function relationship with and without the use of a guiding context in the wording of the question prompt. For question sequence, students performed better on the last questions in the sequence, regardless of whether the last question was easier or more difficult. Instructors should provide students with questions in varying contexts and cognitive levels will allow students to demonstrate their heterogeneous ideas about a concept. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

In the present study, the researcher investigated the effects flipped lessons have on academic performance in an undergraduate anatomy and physiology class and examined how this learning experience contributed to student involvement. The researcher applied an explanatory mixed methods design to investigate differences in academic performance and student involvement between a group taught with traditional lecture and a group taught through flipped lessons. An ANCOV A revealed no significant difference in academic performance between groups. Qualitative analysis, however, revealed student involvement was prominent throughout the flipped learning experience. Student statements regarding content interaction, peer interaction, and instructor interaction brought to light a positive learning experience for students taught with flipped lessons. Students reported the use of videos and active learning assignments provided a diverse approach to instruction that met their learning needs, allowed them opportunity to learn from one another through peer collaborations, and created a comfortable learning environment that encouraged them to communicate more with the instructor. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Curricular reform in medical education is a process that has been ongoing for quite some time. Major revision of medical curricula has been occurring since the early eighteenth century. In recent decades, curricular reform has had a monumental impact on the anatomical science subjects. This research investigated how specifically the anatomical science disciplines were impacted by curricular reform at various allopathic medical schools within the United States. The goal of this research was to discover curricular variations in medical schools and to examine the perceptions of those curricular programs by faculty and students alike. Four research questions were addressed to explore the role of curricular reform in medical education using a mixed methods study design. Medical curricular websites were qualitatively analyzed to discover common trends used to describe medical curricula and content organization. Perceptions about the medical curriculum were gathered through surveys and interviews of anatomical science faculty across the country and first year medical students at Indiana University School of Medicine-Bloomington. Finally, a case study of curricular changes at Indiana University School of Medicine was documented. Results from this research demonstrated that curricular reform has had a major impact on the anatomical disciplines. Didactic lectures have been supplemented or replaced by non-didactic teaching tools. Hours dedicated to the teaching of the anatomical sciences have greatly decreased, and most anatomical disciplines are no longer taught as stand-alone courses. Qualitative results discovered that there is an overall administrative control of the medical curriculum. Additional perceptual data demonstrated the need for measuring student success past the licensing exam scores. There's a need for future studies to further analyze student success regarding lifelong learning, problem-solving, and critical thinking skills. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Professional associations have been known to provide a variety of benefits to its members, the organization, and the public. However, little evidenced-based data has been reported on the impact of professional association involvement on job satisfaction. In fields where many of its members function independently or in small teams, the need for a connection to colleagues via professional associations is even more vital to the support, development, and standards used by these professionals. This is especially true for anatomical materials professionals from academic institutions, who are part of a new, young, and smaller sized profession. Gaining a solid understanding of the relationships of professional association involvement and job satisfaction will aid decision makers to support or not support the involvement of anatomical materials professionals in professional associations. Using a quasi-experimental quantitative research approach, this relationship was investigated. The results suggested that there was not a significant relationship that existed between professional association membership and job satisfaction when considered alone. When only examining those participants with a positive attitude, a significant relationship did exist. This indicated that with a positive attitude and professional association membership, a significant difference is made to the job satisfaction of the participants. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This action research study was undertaken at an urban community college in the Midwestern United States. Concern existed that students who might be successful, particularly those from minorities underrepresented in the nursing workforce, might be prevented from entering the program by adopted admission criteria which might not be truly predictive of future success. A logistic regression model was used to study the relationship between applicant ranking score, student overall grade point average, grade in Anatomy and Physiology 1 course, and overall score on the Test of Essential Academic Skills and success in the first clinical nursing course. Although the logistic regression model created was not predictive, it was found that a relationship did exist between overall score on the Test of Essential Academic Skills and success in the first clinical course. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Purpose: The purpose of this study was to examine the effect professional foundational physical therapist education program coursework variables have in predicting National Physical Therapy Examination (NPTE) scores. This study examined variables including Anatomy course grade, Biomechanics/Kinesiology course grade, Exercise Physiology course grade, Musculoskeletal I course grade, overall professional physical therapists education program grade point average (PTGPA), and professional first-year physical therapist education program grade point average (PT1GPA) in relation to NPTE scores. Methods/Description: A retrospective, correlational, quantitative research design was used in this study. Data from 2012 to 2018 graduates of two clinical doctorate physical therapist education programs located at private, non-profit, liberal arts universities in two Midwestern states was analyzed. The focus of the analyses was to investigate any relationships between professional physical therapist education program variables and NPTE scores. Of the 488 admitted students, 467 graduated from either program, but of these graduates, only 432 students released their NPTE scores to the programs and therefore were included in the data set. A multiple regression statistical analysis and two simple regression statistical analyses were conducted. A multiple regression analysis was performed to determine the relationship of physical therapist education program course grade independent variables (Anatomy course grade, Biomechanics/Kinesiology course grade, Exercise Physiology course grade, Musculoskeletal I course grade) to the continuous dependent variable NPTE score. The multiple regression was followed by a stepwise analysis to identify which combination of independent variables yields the highest predictor variable of NPTE score. Two unique simple regression analyses were performed to determine the relationship of PTGPA to NPTE score and to determine the relationship of PT1GPA to NPTE score. Results/Outcomes: All three regression analyses resulted in statistically significant outcomes providing evidence Anatomy course grade, Biomechanics/Kinesiology course grade, Exercise Physiology course grade, Musculoskeletal I course grade, PTGPA, and PT1GPA are predictive of performance on the NPTE. The linear combination of the Anatomy, Biomechanics/Kinesiology, Exercise Physiology, and Musculoskeletal I course grades was significantly related to NPTE score explaining 22.5% of the variance seen (R=0.47, p>0.000). In examining each variable's individual contribution to the combination, Musculoskeletal I course grade was found to have the largest individual contribution (beta=0.204, p>0.000), followed by Exercise Physiology course grade (beta=0.178, p>0.000), Biomechanics/Kinesiology course grade (beta=0.173, p>0.000), and Anatomy course grade (beta=0.120, p>0.015). In conducting the stepwise multiple regression evaluating both the individual contribution of a variable and its influence on the other variables in the model, Exercise Physiology course grade was found to explain 11.7% of the variance seem in NPTE scores (R=0.34, p>0.000). The addition of Musculoskeletal I course grade increased the amount of variance explained to 18.4% (R=0.43, p>0.000), and the addition of Biomechanics/Kinesiology course grade increased it to 21.4% (R=0.46, p>0.000). The first simple regression in this study showed PTGPA to be significantly related to NPTE scores, F (1, 429) = 64.60, p = 0.000, explaining 13.1% of the variance of NPTE scores (r=0.36, p>0.000). The second simple regression in this study showed PTG1PA to be significantly related to NPTE scores, F (1, 430) = 74.47, p = 0.000, explaining 14.8% of the variance of NPTE scores (r=0.38, p>0.000). Discussion: Identifying professional physical therapist education program courses that are highly significant positive predictors of NPTE success expands the ability of a program to intervene with students in risk of low NPTE scores at an even more specific level. Similarly, identifying what components of PT1GPA are predictive of NPTE scores and troublesome for the student is more helpful at ensuring the student gets adequate help in their area of need. This study added to the minute body of research exploring the individual components that comprise the PT1GPA and PTGPA and the impact of foundational physical therapists education program coursework on NPTE scores. Growth of this body of research will give physical therapist education programs another tool to better serve its students, patients, and profession. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Nurses need a solid understanding of anatomy knowledge to perform nursing skills, to understand how diseases affect the body, to understand treatment for the patient and help them for documentation. While past research has focused on using virtual learning environments to teach anatomical structures of the human body, there has been limited research on how to teach clinical anatomy by using cases while using Virtual Reality (VR) technology. This quantitative research study aimed to investigate the effects of VR in the application of case-based learning approach on learners' performance. The researcher compared two delivery modes (VR mode and paper-based mode) to analyze the learning gains of the participants. The participants also subjectively rated the mental load they used while studying the material. The researcher recruited twenty-nine nursing students from Midway University. No significant difference in the mean scores of both groups found while studying the anatomical structure of the mitral valve and two clinical cases. Moreover, the results indicated implementing a case study of either VR or paper-based mode was associated with significant gains in achievement which is supported by the other studies on case-based learning approach. Moreover, for both groups, there were no significant differences found in their intrinsic, extraneous and germane cognitive load while learning the material. The recommendations for further research include a larger sample, long-term retention, and opinions of faculty and students on VR-learning environment while studying clinical cases. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Educational neuroscience (EN) is a transdisciplinary convergence of neurosciences, education, and psychology that has gained international momentum. Its purpose is to advance the application of neurosciences in P-12 education as a way to improve the design of instructional environments and practices that support the multidimensional social, affective, and cognitive learning needs of students. The potential integration of EN practices into school settings affects educators and school social workers who promote positive school climates and address barriers to learning. Despite the ascension of scholarly discourse proposing the integration of neuroscience knowledge with education practices, a shared conceptual framework remains elusive for the emergent discipline, and the translation of EN into education practices is unexamined. A constructivist grounded theory study was conducted to investigate the emerging conceptualization of EN practices and implications for promoting a positive classroom climate. Data collection included semi-structured interviews with two administrators, three teachers, and 48 students as well as four classroom observations from three different fourth and fifth grade classrooms in a US Midwest city. The data analyses generated a conceptual model that revealed how EN practices unfolded in the classroom to facilitate the co-creation of a positive classroom climate. The data indicated that a humanistic organizational structure facilitated the EN practice implementation, and the teacher's regulatory state was central to the application process. Five themes emerged that characterized EN practices: teaching neuroanatomy, reflecting on emotions, self-regulating, adapting classroom boundaries, and honoring the whole student. Interactions resulting from these practices aligned with four established climate dimensions: teaching and learning, structure of the learning environment, safety, and relationships. The resulting classroom climate contributed to students' resiliency, as observed by reduced office referrals, readiness to learn, empowered decision-making, greater empathy, and enhanced social connectedness. Findings from this study support a conceptual model for the application of EN practices in elementary classrooms and align with existing research that suggests positive climates promote healthy development, social-emotional learning, and academic success. The results of this study will inform future translational EN inquiry as well as educators and school social workers who seek to co-create positive classroom climates using transdisciplinary EN practices. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Community colleges train 60% of healthcare workers nationwide. Human anatomy and physiology (A&P) courses are considered prerequisite courses for all students who aspire to enter health-related programs. The attrition rates for A&P students at community colleges nationally are close to 50%. Community colleges with open-door policies admit nontraditional students who have historically been educationally and economically disadvantaged and are labeled at risk. At-risk students offer a challenge to the colleges and in particular to allied health programs with their mathematical and science oriented requirements. This case study was designed to determine the strategies used to increase the success rates and retention rates among A&P students at Austin Community College District (ACC) in Texas. Data show that ACC has almost 100% retention and higher success rates among A&P students as compared to other colleges. Qualitative data were collected from eight full-time faculty, three administrators, three administrative staff, one director, and two advisors. The findings linked both academic and nonacademic variables to high retention and success rates. The key strategies that helped the A&P students to overcome the challenges to persist and succeed were an assessment test, two preparatory biology courses, technology, and teaching strategies. Taking an assessment test before being permitted to access the class helped students prepare themselves for the rigors of A&P. These strategies provided the students with the foundation of knowledge in the basic biological principles and processes, study skills, and time management skills that would prepare them for the material presented in A&P courses and later in the allied health programs. The principle themes identified in this research--namely requiring students to take the assessment test, providing materials (BIOL.1308, CE4000, and online modules) to prepare students for taking the test, a $2 million grant awarded by the Department of Labor (DOL), dedicated faculty, strong leaders committed to student success, student-centered collaboration between administration and faculty, and varied teaching methods--were instrumental in student retention and course completion. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Nursing education seeks effective and innovative ways to deliver quality instruction that will aid nursing students and hospital graduate or registered nurses in becoming competent healthcare authorities in peripheral intravenous catheter insertion. The research focused on the efficacy of using near infrared vein finding technology (NIVFT) to insert intravenous catheters with new first time nurses while studying perceived confidence level when performing IV cannulation skill. The purpose of this mixed-methods study was to determine if the inclusion of NIVFT for patient IV cannulation as a prerequisite teaching method and preferred IV insertion method for novice and advanced beginner nurses improved anatomical choice and increased their confidence. The study examined the successful or unsuccessful IV cannulation attempt with NIVFT, based on first IV insertion only. Emphasized throughout the study is Patricia Benner's theory of 'Novice to Expert'. A paired t-test showed a significant difference in the confidence after the intervention of NIVFT endorsed by participants between pretest posttest survey results. The confidence level endorsed by participants' IV placement with NIVFT at pretest (n = 26, M = 3.65, SD = 0.33) significantly increased at posttest (n = 26, M = 4.16, SD = 0.36). The confidence level endorsed by participants' IV placement with NIVFT at pretest significantly increased at posttest. The results supported the use of NIVFT by novice and advanced beginner nurses during all levels of nursing education. The interviews, questionnaire answers, and discussions validated the nurses' positive experience using NIVFT as a prerequisite method for inserting peripheral intravenous catheters. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Educators expect the number of institutions offering online courses and the number of students enrolling in these courses to increase as many students, particularly nontraditional students, discover the advantages of online content delivery. Online courses require new methods of communication between students and faculty as well as discovering new ways to build relationships, earn student trust, conduct appropriate assessment, and deliver useful course content. Many institutions--public, private, and for-profit--offer a wide variety of online coursework but faculty, employers, and the public have expressed concerns about the quality of online course content. In particular, online delivery of coursework in the natural and physical sciences, courses previously offered only in an on-ground format because of their laboratory components, has raised questions about efficacy. The current study was designed to investigate whether there were significant differences in student success between online and on-ground second semester anatomy courses at a community college in East Tennessee during a 5-year period. Statistical analyses were conducted on the following variables: lecture final examination grade, final lecture course grade, final laboratory course grade, sex, age, and content delivery for students enrolled in online and on-ground Anatomy 2 courses at the participating community college. The results of this study indicated that the most successful students in Anatomy 2 lecture and laboratory classes were older (nontraditional-aged) male and female students who attended on-ground classes. Older students in on-ground classes were more likely to earn an A in both lecture and laboratory classes than younger (traditional-aged) students. On-ground male and female students also gained admission into the nursing program at a greater rate than did male and female students from online sections. While age apparently made no difference in the admission rate for female students, older male students from on-ground sections had a greater admission rate than younger male students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

With the projected radiography healthcare worker shortfall, improved program completion is essential in order to meet workforce needs. The purpose and the specific research question addressed in this study was "Is there an association between completing the pre-admission requirements prior to beginning core radiography courses and Radiography student's program completion?" This quantitative study consisted of gathering data on 96 radiography students at a Midwestern Technical College from Fall 2008 through Fall 2014. Data on covariates were collected and compiled into two categories. Student Characteristics (C) variables which included: gender, age, and timing of matriculation (2008-2011 students took pre-admission criteria during, 2012-2014 students took pre-admission criteria prior); Student Effort (E) variables included: final grades in anatomy, math, English and program completion. The study results showed that the timing of matriculation and final grades in Anatomy and Physiology did not have a significant association with a student's program completion. However, the findings showed that final grades in Math and English had a significant association with the likelihood of successful program completion. By examining variables that impact program completion, educational leaders can design, promote, and implement interventions to increase the likelihood of student success. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Ongoing changes to medical education curricula in the United States require continued evaluation of best practices for maintaining and enhancing anatomical education in medical schools. The purpose of this study was to identify the impacts of incorporating an alternating dissection schedule, peer teaching, and self-directed learning (SDL) in the Human Gross Anatomy (A550-551) laboratory for students in the first year of medical school at Indiana University School of Medicine, Bloomington (IUSM-BL). The researcher sought to determine the impacts of peer teaching and dissection on student gross anatomy grades, to explore the underling perceived effects of peer teaching on the student gross anatomy experience, and to explain how a gross anatomy course, specifically the laboratory component, could contribute to the development of SDL. A mixed method design was selected to combine the analytic strengths of quantitative and qualitative methods. Quantitative analysis using a generalized estimating equation determined the act of dissection had an impact on students' abilities to correctly identify structures on human gross anatomy assessments. An analysis of variance determined that student gross anatomy final grades, lecture exam averages, laboratory practical exam averages were unchanged when incorporating peer teaching and alternating dissections into the laboratory sessions. A grounded theory methodology identified perceived changes in the student experience in A550-551 through analysis of student interviews, instructor interviews, and course assignments. In conclusion, the researcher determined that active dissection is a critical component in gross anatomy; however, peer teaching and alternating dissections offset the negative impacts of reduced dissections hours through: increased active dissection time, decreased intragroup conflict, new opportunities to develop teaching and communication skills, and increased efficiency in the anatomy laboratory classroom. Additionally, this research described suggestions for future successful implementations of SDL in A5500-551. These findings provide information for educators at IUSM-BL as they make revisions to meet curricular demands and inform ongoing discussions in anatomy education related to the importance of dissection, time for laboratory experiences, and the continued goal for excellence in educating students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The purpose of this mixed-methods research study was to determine if the chosen format, online or traditional, of anatomy and physiology courses impacted the retention of the anatomy and physiology knowledge base in the Associate Degree Nursing program at a large-sized, urban community college within the North Carolina Community College System. The quantitative portion of the study includes one cohort's scores on the science portion of Assessment Technologies Institute's Test of Essential Academic Skills version V (ATI-TEAS V) and Health Education Systems Incorporated (HESI) Exit Exam. This information is used to develop a comparative view of how well students from each delivery format retained the anatomy and physiology knowledge base for application in the anatomy-rich courses of the Associate Degree Nursing program. The qualitative portion of the study utilized student survey and focus group data to assess the students' perspectives concerning efficacy and what it takes to be successful in each of the two course formats. A t-test was used to analyze the quantitative data; the chi-square and Fisher's Exact tests were used for the qualitative data. Interviews with students provided the themes identified in the qualitative analysis. The data gathered and analyzed in this study indicate there is no difference in the anatomy and physiology knowledge base retention between students who received instruction online or traditionally. Students suggested more instruction in critical thinking using case studies. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Correlation of anatomy and medical imaging is foundational to radiology (medicine). Experts do this well, but we have little understanding of how they learn to do so. Knowing where our novices' understanding begins in making this correlation can aid us in helping them transition to being experts. Studying how experts and novices make these correlations is challenging because of the lack of an efficient and direct way to make/observe how this task is performed. Simulation in healthcare has provided opportunities to learn about clinical conditions/treatments and acquire new skills in a safe environment that is not possible in direct patient care. Building upon this model, I developed a simulation tool that incorporates medical imaging with the physical examination to directly investigate this correlation. With this simulation tool and specifically designed clinical interview, access to thought processes and context of these thoughts were gained during specific tasks novices and experts performed while correlating the physical exam and medical imaging. The participants localized a target image within the body, assessed the correctness of a peer localization of a target image and the normality of an anatomical structure, and evaluated the safety of a biopsy approach. A mixed methods approach kept the research question central to the investigation. Experts were faster than novices when localizing a target image in the simulation, and used fewer movements. Experts approached each event from a clinical perspective drawing upon past experience, whereas novices evaluated each event in literal context. Novices often used non-anatomic cues and incorrect terminology, and experts recognized meaningful patterns not noticed by novices. Although experts and novices had differences, they demonstrate similar skills in recognizing correctness in peer assessments. I attribute this to differences in recall and recognition. Recognition is easier than recall because it bypasses the retrieval process.The cognitive differences in novices/experts provide meaningful insight in the development of educational programs that promote learning. This work indicates the importance of teaching anatomy, physical examination and imaging together. Furthermore, novices' prior knowledge/experience can aid in the recognition of related concepts within a domain. These factors should be capitalized upon when developing new curriculum. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This study investigated the effect of the flipped classroom on urban high school students' motivation and academic achievement in a high school science course. In this quantitative study, the sample population was comprised of North Star High School 12th grade students enrolled in human anatomy and physiology. A quasi-experimental, pretest-posttest non-equivalent group design was conducted. After receipt of Liberty University Institutional Review Board approval and the school district's Department of Research and Evaluation for School Improvement, students completed a pretest comprised of the Science Motivation Questionnaire II (SMQ-II) and the Human Anatomy and Physiology Unit Test. Participants in the experimental group engaged in the treatment, the flipped classroom, using instructional materials on the educational website, Edmodo™, and applied content material taught using hands-on activities inclusive of assigned laboratory experiments. Participants in the control group received instruction using traditional face-to-face lecture-homework format while also engaging in assigned laboratory experiments. After the completion of the treatment all participants completed a posttest. Data from both the pretest and posttest was statistically analyzed individually using two separate one-way ANOVA/ANCOVA analyses; and researcher reported the results of the statistical analyses. After completion of the analyses, and interpretation of the results, recommendations for future research were given. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Adoption of simulation in healthcare education has increased tremendously over the past two decades. However, the resources necessary to perform simulation are immense. Simulators are large capital investments and require specialized training for both instructors and simulation support staff to develop curriculum using the simulator and to use the simulator to train students. Simulators require staff to run the simulator, and instructors must always be present to guide and assess student performance. Current simulators do not support self-learning by students. Thus, the expensive simulators sit idle most of the day. Furthermore, simulators are minimally customizable, resulting in programs often being required to purchase simulators that have more functions and features than needed or that cannot be upgraded as needs change. This dissertation presents the development of BodyExplorer, a system designed to address limitations of current simulators by reducing the resources required to support simulation in healthcare education, enabling self-use by students, and providing an architecture to support modular and extensible simulator development and upgrades. This dissertation discusses BodyExplorer's initial prototype design, integration, and verification, as well as development of the modular architecture for integrating sensors, dynamic displays of anatomy and physiology, and automated instruction. Novel sensor systems were integrated to measure user actions while performing (simulated) medication administration, cricoid pressure application, and endotracheal intubation on a simulation mannequin. Dynamic displays of anatomy and physiology, showing animations of breathing lungs or a beating heart, for example, were developed and integrated into BodyExplorer. Projected augmented reality is used to show users underlying anatomy and physiology on the surface of the mannequin, allowing users to see the internal consequences of their actions. An interface for supporting self-use and showing additional views of anatomy was incorporated using a mobile display. Using the projected images, mobile display, and audio output, a virtual instructor was developed to provide automated instructions to users based upon real-time sensor measurements. Development of BodyExplorer was performed iteratively and included feedback from endusers throughout development using user-centered design principles. The mixed-methods results from three usability testing sessions with end-users at two academic institutions will be presented, along with the rationale for design decisions that derived from the results. Built upon feedback received during usability testing, the results from two scenarios of automated instruction will be provided by demonstrating examples of learning to apply cricoid pressure and learning to administer (simulated) medications to control heart rate. Discussion will also be provided regarding how the automated instruction techniques can be extended to provide training in other healthcare applications. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This quantitative study examined levels of achievement in learning outcomes when using a face-to-face dissection lab compared to an online dissection lab. Constructivist theory and Understanding by Design learning framework were at the core of this research study design. Data was collected from 24 health science students at a private Midwestern university during an anatomy course. Two assessment tools were utilized to examine the research questions. The first assessment tool was three exams and the second assessment tool was a cross-sectional personal assessment perception of learning and satisfaction survey. Data was collected on learning outcomes of the exams and results of the survey. Data analysis consisted of a one-way ANOVA with a post-hoc tukey on the learning outcomes of the exams and a series of Pearson correlation coefficients were used to analyze results of the personal assessment survey. Results of the three exams revealed there was significant differences between face-to-face learning and online learning, but the results did not favor one learning modality over the other. Instead, the results implied a multi-modal learning style is successful in learning anatomy. The results from the personal assessment survey indicated significant differences in the perception and satisfaction of online learning. However, the results were diverging as they implied there is still a need for face-to-face learning in anatomy, but there is also place for online cadavers in understanding and learning anatomy. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This dissertation studied the impact of the inclusion of three-dimensional digital images of the human skeleton on the educational outcomes and perceptions of novice learners studying introductory skeletal anatomy. A group of students with little or no knowledge of human skeletal anatomy completed an online educational module, with the treatment group receiving additional instruction from three-dimensional digital images of the bone covered in the instructional module. The results of an in-person, practical posttest described the compared achievement differences between the two groups. In addition, participant motivation was measured using a course interest survey and participants were asked about their experience and perception concerning online education and three-dimensional digital images through two open-ended questions at the end of the posttest. The statistical analysis did not show a statistically significant difference in performance on the posttest, between the treatment and control groups. While there was a significant difference between the groups specific to motivation as measured by the course interest survey, emergent themes suggested from the open-ended questions suggest that while the instructional material was engaging, the participants did not see the 3D files creating an authentic learning experience. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The practicum reported here was developed to provide a curriculum to improve English skills and a knowledge of American culture in the adult English speaker of other languages (ESOL). A 12-week curriculum was devised to teach grammar and language skills within the context of humorous stories about daily living and by using weekly themes that are meaningful and relevant to adult students' immediate needs. Topics included: exchanging personal information; calendar/time/money/weather; parts of the body; food; clothing; telephone usage; the community; employment; the newspaper; and the United States. Subjects were 19 students regularly attending an adult ESOL class. The effectiveness of the curriculum was evaluated with pre- and post-tests. Results indicated increased achievement levels in both language skills and knowledge of American culture. Appended materials include a curriculum planning letter and questionnaire, list of weekly themes, unit tests, and a student data form used by the teacher. Contains 10 references. (MSE)

All branches of anatomy (gross anatomy, histology, neuroanatomy, and embryology) involve significant amounts of visual identification. Understanding the spatial relationship and visual representations of anatomical structures forms the basis for much of anatomy education, particularly in laboratory courses. Students in these courses frequently struggle with the visual aspects of identification, and many lack the metacognitive awareness to identify this problem. The research presented here details a series of experiments designed to elucidate the factors involved in students' difficulties with studying the visual aspects of anatomy. All of the research projects discussed involved surveying students about their specific study habits. Student populations surveyed include first-year medical students and undergraduates in anatomy, physiology. These populations were surveyed about their study habits in each course, and their level of familiarity with visual learning. Additionally some populations were given a mental rotation test to assess their spatial abilities. These survey data were then correlated with course grades in an effort to determine the most successful study strategies. Active learning approaches (including student-produced drawings) were most strongly correlated with high course grades. However, efforts to teach lower-performing students active learning skills did not produce significant results, possibly due to the lack of a metacognitive component in this instruction. The results of each project indicate a lack of good study skills among students at all levels of anatomy instruction, and highlight the need for more instruction in how to study for anatomy, including metacognitive awareness, especially focused on the visual aspects of the course. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The purpose of this study was to provide quantitative data about the effectiveness of the traditional lecture method of teaching in a college science course in contrast with an interactive case study method of teaching and learning. The study investigated one professor's teaching an Advanced Human Anatomy and Physiology course at Nebraska Wesleyan University. One unit of material was taught using the traditional didactic lecture method whereby students were passive participants in the classroom with the instructor delivering content using PowerPoint presentations and students taking notes. The second unit of material was taught using a 20-minute lecture followed by a case study entitled Osteoporosis from the National Center for Case Study Teaching in Science (NCCSTS) catalog of cases. Results showed no difference in students' exam performance between the two teaching methods. In addition, there was no statistical difference in retention of information four months following the first exam. With regards to students' perceived effectiveness of teaching methods, they showed a slight preference for didactic lecture as a teaching method as compared to the use of a case study method. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The primary purpose of this study was to examine the perceptions that Alabama funeral service licensees had towards their academic preparation for entry-level funeral service careers in a professional field that was changing. More specifically, this study identified and examined specific learning objectives within the American Board of Funeral Service Education's (ABFSE) curriculum outlines. Those curriculum content areas included: Communication Skills, Cremation, Embalming, Funeral Directing, Funeral Service Psychology and Counseling, and Sociology. A second purpose of this study was to determine what suggestions, if any, Alabama funeral service licensees had towards improving ABFSE curriculum in order to better prepare licensees for entry-level employment. This study was significant because previous research, for various reasons, did not include funeral service licensees from the State of Alabama. To gather data, an online survey was adapted from previous research of LuBrant (2013) that examined similar data on a national level. There were three adult education concepts used as the theoretical framework of this study. They were: 1) Houle's Typology by Cyril Houle, 2) Andragogy by Malcolm Knowles, and 3) Experiential Education/Learning proposed in several variations by John Dewey, David Kolb, and Roger Fry. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

As medical knowledge grows exponentially and healthcare systems continue to utilize interdisciplinary care, it is essential that physical therapy (PT) graduates be prepared to practice efficiently and effectively on healthcare teams. Team-based learning (TBL) is a teaching pedagogy used in medicine to improve academic performance and teamwork skills. However TBL's use in physical therapy education has not been well documented. The purpose of this study was to evaluate the effects of TBL in a Gross Anatomy laboratory using the following outcome measures: active learning, deep learning, teamwork, academic performance, and knowledge retention. TBL was substituted for one half of cadaveric prosection time during the laboratory portion of a DPT (Doctor of Physical Therapy) Gross Anatomy course. Comparisons were made between the traditional laboratory group (n = 101) and the TBL laboratory group (n = 109). Academic performance was assessed both in the Gross Anatomy course and in subsequent coursework (Kinesiology). Student surveys were used to make comparisons between groups, and interviews evaluated student and faculty perceptions of TBL and teamwork. The substitution of TBL for prosection time was effective for improving scores on mean unit examinations (p = 0.006), and on Kinesiology questions (p = 0.049), but knowledge retention on a one-year retention test did not improve. TBL was most effective for students with the lowest undergraduate science and cumulative GPA scores (p <0.001 and p = 0.02 respectively). TBL improved student attitudes towards working with peers and towards collaboration as a means for success both as students and as professionals (p < 0.001). Interview information supported the survey findings. Data from this study indicate that using TBL in a Gross Anatomy laboratory is effective in generating an active learning environment, elevating academic performance, deepening learning, and improving perceptions of teamwork. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The United States of America needs STEM trained workers, STEM faculty and STEM professionals to improve its technical and professional workforce in order to maintain leadership in a global economy. However, American students are not opting to remain in a STEM course of study, and this is especially so for women and minorities. Of the students who pursue postsecondary education, the majority of movement away from STEM majors occurs in the first two years. Thus, educators are concerned with investigating factors that may influence students' persistence and success when in a STEM track of learning. To that end, this quasi-experimental mixed-method study was concerned with investigating the effects of participation in the design process on student self-efficacy and content knowledge gains in an undergraduate anatomy and physiology laboratory. Over fifty students participated in a design task that paralleled the topic being studied in a given semester and were given efficacy surveys along with lab practicums. Qualitative efficacy data, quantitative efficacy data and quantitative practicum results were analyzed and triangulated to produce a meta-inference as to the effect of participation in the design project had on student learning. Preliminary results indicate that the design process makes statistically significant impacts on both self-efficacy and content knowledge in the given context. The author follows with a discussion of the impact of design-based learning in the undergraduate biology classroom and implications for further research are considered. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]