Using Interactive Technology in an Integrated Human Physiology and Functional Anatomy Course to Enhance Student Engagement, Knowledge, and Retention

Abstract

The curriculum for a traditional two‐semester anatomy and physiology (A&P) course was revised into an integrated two‐semester physiology and functional anatomy course for undergraduate students going into the health professions. The revised curriculum implemented the use of digital learning technology with the cloud‐based ADInstruments (ADI) Lt learning platform. This platform provides students in the classroom and laboratory with interactive and immersive experiences aimed at enhancing knowledge retention and practical application. Students enrolled in the first semester (fall 2019) of the two‐semester course sequence completed individual lessons and group lab activities throughout the semester using ADI‐supplied Lt lessons with instructor modifications. The goals of the individual lessons were to provide students with opportunities to review the difficult course concepts, allowing additional exposure to the content in a new format, and opportunities to practice applying the content to clinical scenarios. Students received immediate feedback on their answers as part of the lesson. The goals of the group lab activities were to provide the students with the opportunity to apply course knowledge to a real‐life physiological scenario, formulate a hypothesis, record and analyze data, and draw conclusions. Group lab activities included analysis of heart rate, muscle contraction and EMG, grip strength and fatigue, and a guided heart dissection. Student surveys assessed student perceptions and engagement with the ADI Lt system. Summative assessments of student knowledge and retention included unit exams, a cumulative final exam, and lab practical exams. Summative assessment data were compared to previous course cohorts. Data collection followed guidelines approved by the Centenary College Institutional Review Board (Protocol #18‐002).Support or Funding InformationThis project is supported by the Teaching Career Enhancement Award from The American Physiological Society.