EFFICACY OF MASTERY-BASED AND AUTONOMY-SUPPORTIVE NEUROANATOMY CURRICULUM IN GRADUATE LEVEL HUMAN NEUROBIOLOGY COURSE
Institution: | Wright State University |
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Department: | Anatomy |
Degree: | MS |
Year: | 2015 |
Keywords: | Anatomy and Physiology; Education; anatomy education; mastery; autonomy |
Record ID: | 2058539 |
Full text PDF: | http://rave.ohiolink.edu/etdc/view?acc_num=wright1431086741 |
Anatomy provides scientists with a common vocabulary for discussing the human body, and is, therefore, an important aspect of science education. Literature shows that traditional teaching methods may be enhanced by the employment of mastery-based learning in an autonomy-supportive environment. The present study sought to determine the effects of these teaching strategies on the learning of neuroanatomy in a graduate neurobiology course. These results show students learned and reportedly enjoyed learning a large amount of neuroanatomy. Experimentally taught students who completed the curriculum did well on the 30-item neuroanatomy quiz (mean score 81%), which was administered at the end of the 16-week semester. Administration of a modified Intrinsic Motivation Inventory (IMI) revealed students felt relatively competent, interested, and unpressured (average rating of 5 out of 7) while studying neuroanatomy. They did not report high levels of perceived choice (3/7). We believe these teaching methods should be employed in more courses.