Use of case studies and data analysis to improve critical thinking skills in a one‐semester anatomy & physiology course

Abstract

One‐semester anatomy and physiology courses require students to learn an extensive amount of new vocabulary and concepts in a short period of time. Although critical thinking skills are important for learning any science subject, students often feel overwhelmed by content and chose memorization over learning in a way that promotes critical thinking about the subject. The use of case studies and problem‐based learning approaches is well‐documented to improve student engagement and retention. To provide students in a one‐semester anatomy & physiology course for allied health majors with opportunities to practice and develop critical thinking skills, case studies and data analysis activities were used as in‐class or take‐home assignments. Case studies and data analysis activities were written by the instructor or drawn from the National Center for Case Study Teaching in Science or articles on teaching with classic papers in physiology. Many students demonstrated an improved ability to work through complex physiological problems, such as applications of homeostasis, by the end of the semester. Students were surveyed for self‐assessment of the value of these activities in increasing their understanding of content and concepts. The addition of activities that require students to analyze and apply content to case studies or data can increase student learning and critical thinking in anatomy and physiology.