| Title: |
Anatomy Students That Are 'Team-Taught' May Achieve Better Results than Those That Are 'Sole-Taught' |
| Language: |
English |
| Authors: |
McDonald, Aaron C. (ORCID 0000-0002-8254-601X); Green, Rodney A. (ORCID 0000-0001-8210-285X); Zacharias, Anita (ORCID 0000-0001-6100-9429); Whitburn, Laura Y. (ORCID 0000-0001-9302-5001); Hughes, Diane L. (ORCID 0000-0003-4410-6811); Colasante, Meg (ORCID 0000-0003-4583-2858); McGowan, Heath (ORCID 0000-0003-3840-6551) |
| Source: |
Anatomical Sciences Education. Jan-Feb 2021 14(1):43-51. |
| Availability: |
Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: |
Y |
| Page Count: |
9 |
| Publication Date: |
2021 |
| Document Type: |
Journal Articles; Reports - Research |
| Descriptors: |
Anatomy; Science Instruction; Team Teaching; Exercise Physiology; Blended Learning; Teaching Methods; Grades (Scholastic); Laboratory Procedures; Comparative Analysis; Outcomes of Education; Course Content; Computer Assisted Instruction; Conventional Instruction; Learner Engagement |
| DOI: |
10.1002/ase.1954 |
| ISSN: |
1935-9772 |
| Abstract: |
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 delivered with practical classes team-taught at one campus (metropolitan) and sole-taught at a second campus (regional) while maintaining similar staff to student ratios. This anatomy course, for physiotherapy and lower academically credentialed exercise science/physiology students, utilized blended delivery whereby most content was delivered online and practical classes comprised the main face-to-face teaching. In 2018, the metropolitan campus introduced team-teaching practical classes while the regional campus continued with sole-teaching. Student marks and engagement with online content were compared between campuses and to the previous year (2017) when both campuses had sole-taught practical classes. While final marks for the course increased overall in 2018 (P < 0.01), exercise science/physiology students at the metropolitan campus (team-taught) improved their final marks (53.5 ± 1.1%) compared to a slight decrease for the regional (sole-taught) campus (44.8 ± 1.4%) (P < 0.01). There were no differences between campuses for physiotherapy students in 2018. Student engagement with online content did not contribute to the improvement in marks for exercise science/physiology students. Introduction of a team-teaching format improved student marks, particularly for the lower academically credentialed students. Team-teaching should be considered as the preferred format for anatomy practical classes, particularly in courses involving students with diverse academic credentials. |
| Abstractor: |
As Provided |
| Entry Date: |
2021 |
| Accession Number: |
EJ1280157 |
| Database: |
ERIC |