Students who performed organ dissections were more likely than the other treatment groups to agree with the statement that "science is fun," suggesting that organ dissections may promote positive attitudes toward science. On attitude surveys, organ dissections had higher perceived value and were requested for inclusion in curricula twice as often as any other activity. On the followup exam, when asked anatomy questions, students in the plastic model group scored higher than dissection students and virtual dissection students. Students in the plastic model group scored higher than students who performed organ dissections on physiology questions. On the initial exam, students in the plastic model and organ dissection treatments scored higher on anatomy questions than students who performed virtual dissections. Students who used plastic models achieved significantly higher overall scores on both the initial and followup exams than students who performed organ or virtual dissections.
Immediately after the lesson and then 2 mo later, students were tested on anatomy and physiology knowledge and completed an attitude survey. Each group received a 15-min lecture followed by a 45-min activity with one of the treatments. College students enrolled in a Human Anatomy and Physiology course were randomly assigned to one of three experimental groups (organ dissections, virtual dissections, or plastic models). This study investigated the impact of three commonly used cardiovascular model-assisted activities on student learning and student attitudes and perspectives about science.
Lombardi, Sara A Hicks, Reimi E Thompson, Katerina V Marbach-Ad, Gili Starting date for following statisticsĪre all hands-on activities equally effective? Effect of using plastic models, organ dissections, and virtual dissections on student learning and perceptions. Whole Frog Project and Virtual Frog Dissection Statistics Note that this under-represents the bytes requested.
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