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McDonald, Aaron C.; Green, Rodney A.; Zacharias, Anita; Whitburn, Laura Y.; Hughes, Diane L.; Colasante, Meg; McGowan, Heath – Anatomical Sciences Education, 2021
Anatomy practical classes have traditionally been taught by a team of demonstrators (team-taught) in a large dissection room. More recently, particularly in nonmedical contexts, practical classes have been taught by one teacher (sole-taught) to smaller student groups. The aim of this study was to compare student outcomes when the same course was…
Descriptors: Anatomy, Science Instruction, Team Teaching, Exercise Physiology
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Pather, Nalini; Blyth, Phil; Chapman, Jamie A.; Dayal, Manisha R.; Flack, Natasha A.M.S.; Fogg, Quentin A.; Green, Rodney A.; Hulme, Anneliese K.; Johnson, Ian P.; Meyer, Amanda J.; Morley, John W.; Shortland, Peter J.; Štrkalj, Goran; Štrkalj, Mirjana; Valter, Krisztina; Webb, Alexandra L.; Woodley, Stephanie J.; Lazarus, Michelle D. – Anatomical Sciences Education, 2020
Australian and New Zealand universities commenced a new academic year in February/March 2020 largely with "business as usual." The subsequent Covid-19 pandemic imposed unexpected disruptions to anatomical educational practice. Rapid change occurred due to government-imposed physical distancing regulations from March 2020 that…
Descriptors: Anatomy, Science Instruction, Educational Practices, Disease Incidence
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Green, Rodney A.; Whitburn, Laura Y.; Zacharias, Anita; Byrne, Graeme; Hughes, Diane L. – Anatomical Sciences Education, 2018
Blended learning has become increasingly common in higher education. Recent findings suggest that blended learning achieves better student outcomes than traditional face-to-face teaching in gross anatomy courses. While face-to-face content is perceived as important to learning there is less evidence for the significance of online content in…
Descriptors: Correlation, Learner Engagement, Blended Learning, Teaching Methods
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Green, Rodney A.; Cates, Tanya; White, Lloyd; Farchione, Davide – Anatomical Sciences Education, 2016
Benefits of collaborative testing have been identified in many disciplines. This study sought to determine whether collaborative practical tests encouraged active learning of anatomy. A gross anatomy course included a collaborative component in four practical tests. Two hundred and seven students initially completed the test as individuals and…
Descriptors: Anatomy, Cooperative Learning, Active Learning, Regression (Statistics)
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Green, Rodney A.; Whitburn, Laura Y. – Anatomical Sciences Education, 2016
Blended learning has become increasingly common, in a variety of disciplines, to take advantage of new technology and potentially increase the efficiency and flexibility of delivery. This study aimed to describe blended delivery of a gross anatomy course and to evaluate the effectiveness of the delivery in terms of student outcomes. A gross…
Descriptors: Blended Learning, Anatomy, Delivery Systems, Physiology
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Green, Rodney A.; Farchione, Davide; Hughes, Diane L.; Chan, Siew-Pang – Anatomical Sciences Education, 2014
Asynchronous online discussion forums are common in blended learning models and are popular with students. A previous report has suggested that participation in these forums may assist student learning in a gross anatomy subject but it was unclear as to whether more academically able students post more often or whether participation led to…
Descriptors: Student Participation, Asynchronous Communication, Computer Mediated Communication, Online Courses
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Green, Rodney A.; Hughes, Diane L. – Anatomical Sciences Education, 2013
Asynchronous online discussion forums are increasingly common in blended learning environments but the relationship to student learning outcomes has not been reported for anatomy teaching. Forums were monitored in two multicampus anatomy courses; an introductory first year course and a second year physiotherapy-specific course. The forums are…
Descriptors: Anatomy, Medical Education, Medical Students, Computer Mediated Communication