A Comparison of Three Teaching Techniques in Anatomy and Physiology The relative impact on student learning of three active learning strategies was studied. Sixty-three students in an undergraduate anatomy and physiology class used study guides for the respiration section, study guides combined with group quizzes for the phonation section, and study guides combined with student response systems (clickers) for the ... Article
Article  |   October 01, 2008
A Comparison of Three Teaching Techniques in Anatomy and Physiology
Author Affiliations & Notes
  • Linda J. Carpenter
    University of Wisconsin-Eau Claire
  • Andrea L. Boh
    University of Wisconsin-Eau Claire
Article Information
Professional Issues & Training / Attention, Memory & Executive Functions / Speech, Voice & Prosody / Articles
Article   |   October 01, 2008
A Comparison of Three Teaching Techniques in Anatomy and Physiology
SIG 10 Perspectives on Issues in Higher Education, October 2008, Vol. 11, 67-75. doi:10.1044/ihe11.2.67
SIG 10 Perspectives on Issues in Higher Education, October 2008, Vol. 11, 67-75. doi:10.1044/ihe11.2.67
Abstract

The relative impact on student learning of three active learning strategies was studied. Sixty-three students in an undergraduate anatomy and physiology class used study guides for the respiration section, study guides combined with group quizzes for the phonation section, and study guides combined with student response systems (clickers) for the articulation and resonance section. Learning was measured by administering weekly quizzes, and student satisfaction was evaluated by a survey at the end of the third section of the course. Quiz scores were significantly higher under the clicker condition; students preferred clickers, but found the study guides to be most educationally beneficial. Study guides helped students organize information prior to class; clickers reassured them about what they had learned.

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