Human Physiology Course Research Articles

"N.A.M.E." FUN! Emojis may illustrate structure-function relationships of neurotransmitters to health professions students.

This article provides a qualitative examination of student responses to an enjoyable online experience illustrating structure-function relationships of chemical messengers (neurotransmitters) in the human nervous system via text messaging emojis (often employed during mobile phone messaging). The "N.A.M.E." (Neurotransmitters as Messaging Emojis) FUN! experience was presented to 216 undergraduate health professions students enrolled in a human physiology course during Spring 2020 (N = 117) and Spring 2021 (N = 99) semesters as a learning tool, during a time in which students struggled with the concepts of neurotransmitter function. Additional goals for this fun experience design are to 1) engage health professions students in the topics of chemical messengers in the nervous system, and provide 2) a learning tool for students enrolled in the human physiology courses and 3) a memorization online worksheet for select neurotransmitter function. Student participants were able to access the online neurotransmitter fun experience via mobile phone and/or laptop. Resulting analyses of the voluntary and anonymous survey highlight positive responses in both Spring 2020 and 2021 semesters to the online "N.A.M.E." experience and furthermore the recommendation of student participants to include this online experience in future lecture assignments for the Human Physiology course. Here, we examine several data sets (tables) as we review student choices for matching emojis to neurotransmitter function and qualitative responses on the efficacy of this online match-up fun as a learning tool in a human physiology course for health professions.

Use of ILearning in an Introductory Human Anatomy and Physiology Course

The incorporation of mobile learning methods (iLearning) into human anatomy and physiology classrooms has been debated with regard to its effectiveness in higher education. This study aimed to understand how iLearning affects college-aged students’ perception of learning and engagement in an introductory human anatomy and physiology course using a survey established by Rossing and coworkers (2012). Perceived learning was not significantly different from start to end of the semester while perceived engagement was significantly different in a negative direction. Mean scores were high for both dimensions at both time points which may have diminished meaningful interpretation. Nevertheless, the present study demonstrates that iLearning can be successfully implemented into higher education classroom settings while maintaining traditional classroom teaching and learning techniques.

Does a Student's Academic Major Influence Their Perceptions of a Human Anatomy and Physiology Course and Ultimately Their Success in the Course?

Students from a variety of majors take human anatomy and physiology courses—usually because they are required for their program of study. Many students find anatomy and physiology classes academically challenging and institutions across the country report high failure and withdrawal rates for these courses. Although research has shown that several factors may contribute to poor student performance, this study focused on the relationship between a student’s major and their perceptions about the course to investigate whether these data were reflective of student success rates. Survey data was collected from students in the first semester of a two-semester, systems-based human anatomy and physiology course sequence. While the results did not show a statistical difference in successful completion of the anatomy and physiology course related to academic major, interesting preferences regarding learning styles, study habits, and perceived difficulty of the course were found.

Examining the Impact of Case Studies on Student Learning, Interest, Motivation, and Belonging in Undergraduate Human Physiology

Human physiology is a foundational course for future health practitioners. Previous research suggests case studies may improve students’ critical thinking and comprehension, but little is known about how case studies affect student interest, motivation, and belonging. The current quasi-experiment investigates the impact of integrating case studies into an otherwise lecture-based human physiology course, compared to traditional lecture-based teaching. We hypothesized that case studies would improve all student outcomes, especially for students from underrepresented groups. Results showed that students in the case study section received higher overall grades and scores for related questions on three exams, combined higher level Bloom’s questions on those exams, interest, motivation, and belonging to the course when compared to at least one, and in most cases both, of the comparison sections. We found few significant interactions between course section and student demographic groups, though improvements in final grades appear to be driven by improved grades for women.

Analysis of the Relationship Between Concept Mastery and Problem-Solving Skills of Pre-Service Biology Teachers in Human Physiology Courses

21st century learning focuses on problem-solving skills. A higher level of education requires an understanding of a more systematic concept to elaborate problems. Problem-solving skill is one of the fundamental cognitive processes. It involves higher order thinking to discover solutions or ideas. This research aims to analyze the relationship between concept mastery and problem-solving skill of pre-service biology teacher in human physiology courses. This is descriptive correlational research conducted in Sulthan Thaha Saifuddin State Islamic University Jambi. The sample was selected using the purposive sampling technique. Respondents in this study were 33 students in semester VI. The instrument used in the study was an essay test of concept mastery integrated with problem-solving. The results showed that the average scores of the students' concept mastery and problem-solving were 56.8 and 58.0, respectively. Both included in the poor category. It also showed that there was a relationship between students' concept mastery and problem-solving skill. The correlation value was 0.76, with a significance value of p0.05; therefore, it included in the strong category.

Use of Peer Assessment and Self-Assessment in Class Discussions to Assess Concept Understanding Ability of Prospective Biology Educators

The ability of understanding important concepts held by educators and learners. This ability is fundamental in achieving one of the outcomes of learning. Their understanding of the concept of ownership is the ability of a person can use in solving a problem that is related to the concept in everyday life. This descriptive study aims to obtain a description of the conceptual understanding of prospective biology educator students through the use of peer and self-assessment in class discussions. The research subjects were 26 prospective Biology educator students of the 2019/2020 academic year who contracted the human body anatomy physiology course. The instruments used consisted of peer and self assessment sheets, lecturer observation sheets and conceptual understanding questions. Data analysis was carried out quantitatively and qualitatively. The results showed that the average peer assessment score was greater than the self assessment, where the peer assessment was in the moderate category (49%) and the self assessmet was in the poor category (34%). There were only 10 students (38.46%) who were in conformity between peer and self assessment with adequate and insufficient categories. The discrepancy was found in 16 students (61.54%) with the category enough, less and very less. The ability to understand the concept of students on each indicator shows different percentage mean. The highest percentage of concept understanding ability indicators is found in the indicators of explaining the concept with its own sentence structure about something that is read or heard clearly / concretely by 64% (Good), while the lowest percentage of indicators of concept comprehension ability is found in the indicators able to connect symbolic forms (pictures, tables, concept maps, diagrams, graphs, mathematical equations, and other formulas) in concepts with other concepts of 51% (Enough).

Student perception of a reflective lifestyle modification assignment within an undergraduate nursing physiology course

Lifestyle Medicine (LM) is defined as the evidence-based clinical practice focused on behavioral changes to promote health and reverse lifestyle related chronic illnesses. Although LM is increasingly being added to graduate medical education, its incorporation into undergraduate health professional education is limited. The evidence showing the effect of lifestyle related comorbid illnesses on COVID-19 mortality heightens the importance of incorporating LM into health professional education now more than ever. The goal of this project was to introduce undergraduate nursing students to LM through the addition of an experiential lifestyle modification assignment into a human physiology course. Students were instructed to select a lifestyle modification goal, implement, and track their progress meeting this goal for a two-week period, and submit a reflection of this experience including a table/graph of their data. We hypothesized that completion of this assignment would enhance student's learning of physiology. Following IRB approval, students were requested to complete a survey and allow use of their assignment for this educational research study. This survey included questions to assess demographic information, student perception of the assignment and a validated self-efficacy questionnaire. Of the 125 students who completed the assignment, 53 completed the survey and 50 agreed to allow analysis of their assignment for the study. Most participants were female (89%), not currently caring for children (80%), single (77%), unemployed (66%), white (56%) and under 24 years of age (53%). Exercise was the most frequently selected category of lifestyle modification goals followed by nutrition, stress reduction, sleep, and avoidance of risky substances. Almost all students reported that this activity enhanced their learning of physiology (97%) with a trend of higher ratings of the effect of this activity on learning of physiology for students under 24 years of age compared to students 24 and older, although this difference was not significant. Similarly, most students reported that completing a chart of their data and summarizing this data helped them learn how to interpret and analyze data (94%) with significantly higher ratings of this effect for younger students (P < 0.05). Self-efficacy scores were not significantly different between age groups with an overall score of 35.5 ± 4.6 (Scale 0-40, higher score-greater self-efficacy). Interestingly, stress reduction was a common physiological impact reported by students across all categories of lifestyle modification. Results of this study suggest that undergraduate nursing student's experience with implementing their own lifestyle modification reinforces learning of physiology with the added benefit of promoting student wellness. Given the ongoing data indicating the negative impact of COVID-19 on student mental health, the potential benefit of a lifestyle modification assignment on student wellness is arguably as important as its impact on physiological education.

Male and Female Students in Upper‐Division Undergraduate Human Anatomy and Physiology Course Benefit Similarly from Metacognitive Instruction but Experience Different Correlations Between Self‐Efficacy and Grades

We implemented instruction on the role of metacognition and on metacognitive strategies in an undergraduate, upper-division, two semester Human Anatomy and Physiology sequence. We previously reported that metacognitive training improved self-reported metacognitive performance and buffered decreases in self-efficacy but did not improve measures of academic performance for these students (Schaefer, 2018). This work expands on those findings to examine whether metacognitive training differentially impacted male vs. female student metacognitive practices, self-efficacy, or academic performance. Metacognitive ability and self-efficacy are well-documented to have direct relationships with academic success (Bandura, 1977; Flavell, 1979; Nickerson et al, 1985; Multon et al., 1991; Pajares, 1996; Georghiades, 2000; Zimmerman, 2000; Flavell et al., 2002; Tanner, 2012; Trujillo and Tanner, 2014). Self-efficacy and metacognitive ability have also been linked to each other, but whether they have a causative relationship or are linked via an indirect mechanism is unknown (Houtveen et al., 2004; Cera et al., 2013). If metacognition and self-efficacy have a synergistic effect on academic performance, the effect would be especially important in courses perceived as “challenging” (such as upper-division biology courses) because self-efficacy is situation-specific such that general academic ability may not determine self-efficacy in the challenging course. Male and female students entered the first semester of the course with no difference in self-reported metacognitive performance between genders, measured by the Motivated Strategies for Learning Questionnaire Metacognitive Self-Regulation scale (Pintrich et al., 1991). Female students entered the course with higher GPAs while male students entered with higher self-efficacy. Students were split into a metacognitive instruction group and a control group based on course section enrollment. The metacognitive treatment group received regular instruction in metacognitive strategies and in the role of metacognition for academic success. The control group received no explicit instruction on metacognition. Students of both genders who received metacognitive instruction improved self-reported metacognitive practices while students who did not receive metacognitive instruction did not improve. Therefore, metacognitive instruction was effective for both genders. Students of both genders reported decreased self-efficacy, measured by the New General Self-Efficacy scale (Chen et al., 2001), and increasingly correlated self-efficacy with exam scores throughout the semester. Male and female final grades and average exam scores strongly correlated with end of course self-efficacy in the fall semester. Female students, but not male students, demonstrated a correlation between average exam scores and beginning of course self-efficacy. Metacognitive instruction did not improve exam scores or final course grades in either gender.

Predicting final grades in STEM courses: A path analysis of academic motivation and course-related behavior using self-determination theory

Within self-determination theory, a considerable amount of previous research has shown that autonomous motivation is associated with higher levels of academic achievement and wellness among students. However, it is notable that few studies have included large samples of undergraduates who are enrolled in science courses. Moreover, to our knowledge no previous research has investigated the associations among autonomous and controlled motivations, course attendance, time spent studying, perceived course difficulty, and final course grades simultaneously. The current study was designed to begin to fill this gap in the literature. In the fall (33 course sections) and spring (29 course sections) semesters, undergraduate students (N = 1284) who were enrolled in general chemistry, organic chemistry, and human anatomy and physiology courses responded to a 24-item survey at the beginning (Time 1) and at the end (Time 2) of the semester. The results revealed considerable stability in motivation over time as well as strong association between autonomous and controlled motivations at each time point. Autonomous motivation at Time 2 predicted higher levels of time spent studying and final course grades, and lower levels of perceived course difficulty. Controlled motivation at Time 2 predicted higher levels of course attendance, time spent studying, and perceived course difficulty, and lower levels of final course grades. These findings indicate that both autonomous and controlled motivations contribute to final course grades (albeit in opposite directions) and highlight the importance of creating need-supportive educational climates that facilitate the cultivation of autonomous motivation.

Medical Ethics Education: An Important Step in the Teaching of Human Physiology Course for MBBS Undergraduates

At present, the phenomenon of doctor-patient conflict in our country is getting worse. The contradiction between doctors and patients can reflect that there are still many problems in medical ethics education in medical colleges and universities, and the lack of educational functions. In the current medical education process, there is a tendency towards ability education, coupled with the unreasonable design of medical theory courses, which leads to the simplification of teaching methods, and it is impossible to truly teach and educate people and cultivate high-quality skilled medical personnel for the society. Therefore, in order to build a more harmonious doctor-patient relationship, the concept of medical ethics education can be incorporated into the human physiology curriculum, so that the medical ethics education model can be successfully transformed. At the same time, teachers in medical schools should strengthen the innovation of education methods, which can essentially improve the teaching quality of medical ethics education and gradually alleviate the current doctor-patient contradiction.

基于OBE理念的人体生理学课程教学改革

基于OBE理念的人体生理学课程教学改革

Analisis Kesalahan Mahasiswa pada Penyelesaian Soal Mata Kuliah Anatomi &amp; Fisiologi Manusia

Human Anatomy and Physiology is one of the courses for biology students that is abstract so that not a few students have difficulty studying it. Errors in answering questions can be used as clues to determine the student's mastery of material. This study aims to determine student errors in solving problems in the Human Anatomy &amp; Physiology course. This research is a qualitative descriptive study. The data collection method used is the test method. The subjects in this study were biology education students in semester V of the Nineteenth November University Kolaka Academic Year 2019/2020 who took Human Anatomy and Physiology courses. The instrument used in this study was the UAS test questions in the Human Anatomy &amp; Physiology course. The results of the analysis showed that the most difficult questions for students to understand were questions on the function of the eye parts where the points obtained by nine students were only 2 points with the percentage of correct answers only 2%. While the questions on autoimmune disease material got the most correct percentage of answers where the number of points was nine students, namely 31 with a percentage of 34%. From the research results, it can be concluded that by analyzing student errors in answering questions, it can be seen what material is difficult for students to understand so that it can help lecturers to improve the learning process in the following semester.

Incorporating higher order thinking and deep learning in a large, lecture-based human physiology course: can we do it?

Large classes taught with didactic lectures and assessed with multiple-choice tests are commonly reported to promote lower order (LO) thinking and a surface approach (SA) to learning. Using a case study design, we hypothesized that incorporating instructional scaffolding of core physiology principles and assessing students exclusively with long-answer written tests would encourage higher order (HO) thinking and promote a deep approach (DA) to learning in a two-course physiology sequence (Phys I and II), despite their large size. Test questions were categorized as LO or HO according to the Blooming Biology Tool, and students' LO and HO performance was determined for each of six tests across the two courses. The validated Revised Two-Factor Study Process Questionnaire survey tool was administered at the beginning and end of each course to measure student approach to learning. HO performance was maintained across Phys I (72.9 ± 19.4 vs. 74.8 ± 20.7%, P = 0.37) and significantly improved across Phys II (69.9 ± 18.4 vs. 79.4 ± 14.8%, P < 0.001). Unexpectedly, students' LO performance declined from the beginning to end of Phys I (78.5 ± 20.6 vs. 69.4 ± 17.9%, P < 0.001) and Phys II (80.5 ± 19.6 vs. 72.2 ± 24.3%, P < 0.001). Students' approach to learning did not change throughout Phys I or II, but at each time point students preferred a DA over a SA. Taken together, these results indicate that an intentionally designed large lecture class can support a DA to learning and suggests that this teaching and assessment structure may be particularly well suited to promote HO thinking, albeit possibly at the expense of LO thinking.

Nursing students’ perceptions and experiences of concept mapping as a learning tool in a human physiology course

Background. Nursing students perceive human physiology as one of the most challenging courses, and it is also the course most often failed. To address this perceived challenge, a university campus introduced concept mapping to facilitate learning among nursing students in the human physiology course. Despite evidence of its use in other disciplines and educational contexts, it is not known how nursing students perceive and experience its use when learning human physiology. Objective. To explore and describe the perceptions and experiences of nursing students’ use of concept mapping as a learning tool in a human physiology course. Methods . A qualitative descriptive study was conducted at a university campus in Namibia. Data were obtained through three focus group discussions with 18 second-year nursing students in the Bachelor of Nursing Science (Clinical) Honours programme, who were conveniently sampled. Transcriptions from the discussions were analysed following Tesch’s 8-step coding process. Ethical approval and permission to conduct the study were granted by the campus Research Ethics Committee in the School of Nursing, University of Namibia. Results. Four themes emerged from the analysis: concept mapping facilitates deep learning; concept mapping as a group activity; effects of concept mapping on students’ academic performance; and implications of concept mapping for learning resources. Conclusion. Nursing students had positive experiences and perceptions of concept mapping as a learning tool for human physiology. However, students felt that this learning tool is time consuming and requires many learning resources. Considering its benefits for learning, it is recommended that concept mapping be used as it promotes deep learning, which in turn leads to in-depth knowledge of human physiology. Nevertheless, students should be guided on time-management strategies and learning resource options available in resource-constrained settings.

Identification of biology students’ misconceptions in human anatomy and physiology course through three-tier diagnostic test

University students’ misconceptions have become an important issue to discuss as prior concepts brought by the students into the classroom can affect the acquisition of new information. The current study attempted to identify Biology students’ misconceptions in Human Anatomy and Physiology courses through a three-tier diagnostic test. The participants of this study were 128 students from the Department of Biology Education who were currently enrolled in Human Anatomy and Physiology courses at the Institute of Teacher Training and Educational Sciences (STKIP) Pembangunan Indonesia in Makassar. A three-tier diagnostic test was used as the instrument to identify the number of participants who had developed misconceptions about the concepts introduced in the courses. The test contained 23 items of Certainty of Response Index (CRI) that, on average, achieved a validity score of 0.426 and a reliability score of 0.794. The results of the test analysis showed that the majority (61.51%) of the students developed misconceptions in Human Anatomy and Physiology courses. In detail, there were several misconceptions in 57.81% skeletal system, 52.34% muscular system, 55.47% integumentary system, 51.04% nervous system, 54.69% endocrine system, 66.02% hemolymphatic system, 62.89% cardiovascular system, 68.75% respiratory system, 70.31% digestive system, 70.70% urinary system, and 71.88% reproductive system. Misconceptions were mostly developed on reproductive system sub-materials and less likely found in nervous system sub-materials. Given this information, it can be concluded that the misconceptions of Biology students from the Institute of Teacher Training and Educational Sciences (STKIP) Pembangunan Indonesia in Human Anatomy and Physiology courses are categorized as high. Therefore, there should be an effort to deal with this issue.

Computers, carbohydrates and cola: Designing an online lab experience for undergraduate health sciences and non-majors in a pandemic paradigm.

Colleges and educational institutions throughout the globe have adapted a pseudo-online educational model. This is also evident in health sciences courses designed for biochemical and chemical education. Biochemistry (along with general, organic and analytical) education is significant in the basic prerequisite education of undergraduate health sciences and non-majors curriculum, including a selection of human physiology and nutrition courses. Providing practical and empirical experiences for students enrolled in chemistry for health professions course is essential, even in this time of uncertainty. Here an option for a simple and safe, comprehensive virtual learning experience on carbohydrates and chemistry topics in connection with healthcare was developed by complementing an existing virtual lab collection and implementing this approach in an undergraduate health sciences (non-majors) course. Student responses to this online learning approach were recorded in a post-lab survey.

Interactive, Team‐Based Learning Environment Enhances Students Learning and Confidence

Many students enter a class lacking appropriate self‐confidence, which can negatively impact their performance in the course. Active learning environments lend to a milieu whereby strategies that allow students to fully participate in the course even when understanding is low are used, which could provide opportunities for confidence to grow among these students. Additionally, research has shown that active‐learning strategies can improve both student’s exam performance and their satisfaction with the course. A flipped teaching model is an interactive pedagogical approach that focuses on learner‐centered instruction by employing learning strategies in the classroom. Coupled with team‐based methodology, such a learner‐centered model can facilitate collaboration‐based discussion and small group work that ask students to engage in higher order thinking, possibility leading to a gain in confidence that translates into an improvement in performance. While evidence that supports the effectiveness of a learner‐centered approach on the benefits of student learning is well established, a growing body of research has shown this approach to have a positive impact on student’s self‐confidence and its relationship to grades. In this preliminary study, students enrolled in a team‐based, flipped undergraduate Human Anatomy and Physiology course were asked to anonymously self‐assess their level of confidence in learning the course material both before the course and after it. 54% of students (n=28) reported either highest or high increases in their confidence from the start of the course to the end of it, whereas, 15% reported their confidence levels as neutral (no change) and 2% of students reported low confidence. Additionally, students were asked to assess the impact team‐based quizzes and active learning activities had on their confidence in learning the course material. 56% of students of students enrolled in the course noted an increase in confidence as a result of the team‐based quizzes, and 52.4% reported that the in‐class active learning activities positively boosted their confidence in learning the material. 4% indicated that team‐based quizzes had a no impact on confidence. Not one student indicated that the in‐class activities did not increase their confidence in some way. Taken together, these preliminary results suggest that an interactive, team‐based learning approach in a Human Anatomy and Physiology course can have a positive impact on confidence and should be further explored.

The Impact of a Bookend Think-Pair-Share Intervention on Anxiety and Student Collaboration in a Community College Human Physiology Course

The Impact of a Bookend Think-Pair-Share Intervention on Anxiety and Student Collaboration in a Community College Human Physiology Course

Teaching Undergraduate Students to Create and Use Concept Maps to Improve Their Learning

The use of concept maps have been shown to be a more effective study method, however students report that they rarely adopt this practice and resort to highlighting and rereading their notes. It is possible that students are intimidated to attempt new, unfamiliar strategies and that with some training, they may be more likely to employ better methods. The purpose of this study was to assess if we could modify student study behaviours through modelling various active learning strategies throughout the year, including concept mapping.As part of this study, students in our first and second year undergraduate human physiology courses were invited to participate. These courses had mandatory tutorials each week where students worked in small groups that we had assigned. During the year, different types of active learning methods were introduced. Among these, two tutorials were designed to model the use of concept mapping. In the first semester, students were given a partially constructed concept map on skeletal muscle physiology to demonstrate how concept maps can be used to connect material they learned in class. In the second semester, the students were given a list of terms and concepts related to renal physiology and were asked to construct their own maps.In our first tutorial, we surveyed students to determine the learning strategies they currently employed using a modified strategies for learning questionnaire (pre‐MSLQ). Participants used a 7 point Likert scale to answer the 30 item survey, with a value of 1 indicating a strong disagreement to the statement and 7 reported for strongly agreeing. Again at the end of the year, students were asked to complete the same modified strategies for learning questionnaire (post‐MSLQ). We compared this to the pre‐MSLQ to determine if their methods used to approach studying course material had changed with regards to the learning activities, including concept mapping. Additionally, at the end of the year, students were asked to complete a learning attitudes survey, which evaluated the students’ perceptions of learning achieved with the use of these learning techniques modelled in their tutorial times.When comparing the pre and post‐MSLQ surveys, participants reported a score of 4.6 in the pre‐course survey, but an increased score of 5.4 in the post‐course survey (p&lt;0.01, paired t‐test) to the statement “When I am studying a topic, I try to make everything fit together into a “big picture” (ie. charts, concept maps). In the learning attitudes survey, preliminary data from the statement “I feel I learned more when I used concept maps in the learning process than when I used my usual study techniques”, 60% of students reported that they agreed with this statement. Meanwhile, 70% of participants agreed with the statement, “I hope to employ concept maps in future learning activities”, suggesting that they found the activity beneficial.In follow up studies, we hope to determine the quality of created concept maps and analyze if this correlated to differences in participants performances on evaluations in the course. Since participants also reported an increase in the use of other active learning techniques, such as peer teaching, we also plan to explore whether these adopted techniques may contribute to any observed improvements in course evaluations.

Relationship Between Student Viewing of Recorded Lectures and Course Success in a Flipped Undergraduate Physiology Course

Robust evidence supports student‐centered learning, particularly in science courses. In a “flipped” classroom model, “traditional lecture” material is often presented online for students to review in preparation for class sessions. Specifically, videos of a slide set with narration are common. Providing the bulk of the content outside of formal class time creates increased opportunities for student‐centered and active learning during class sessions. While the flipped approach can improve student learning, little data exists regarding the extent to which students engage with online video materials, and whether this engagement corresponds to success in the course. To test the hypothesis that students who watched a greater percentage of video lectures scored higher on chapter quizzes, unit exams, final exam, and in the course, a 300‐level, majors‐only, human physiology course was examined. Three sections, over two academic semesters yielded data for 83 students. All recorded lectures were accessed by students via the online learning management system (Isidore, custom Sakai platform). Most chapters in the course (17/20) utilized a video provider (Warpwire) that provides the percentage of a given video watched by each student during user‐specified time frames. However three chapters utilized YouTube and thus were excluded from data collection. For each chapter, students were assigned to watch the online lecture video(s), read the related textbook chapter, and take an online, open‐book quiz, prior to coming to class. Multiple chapters were assessed via unit exams (n=5) and students also completed a cumulative final exam at the end of the semester. The percentage of each lecture video watched was recorded at three distinct time intervals: pre‐quiz, pre‐exam, and pre‐final. Correspondingly, scores on chapter quizzes, unit exams, and the final exam were also obtained. For some chapters (4/17), there were multiple videos for which viewing percentage was averaged. Average length of recorded videos was 19:30 ± 7:25 (mm:ss; mean ± s.d; range: 8:15–33:20). Overall, the percentage watched at the assigned time (prior to chapter quiz and covering content in class session) was 57.5 ± 31.0%. The percentage watched was significantly increased prior to unit exams (73.6 ± 27.4%; p&lt;0.001) and there was a small, but statistically significant increase prior to the final exam (74.4 ± 27.7%; p=0.012). When the average percentage watched for each unit was compared to the score on the unit exams, there was a modest, but significant correlation (R2=0.16, p&lt;0.001). When the average percentage watched over all chapters, at any point in the semester was compared to the score on the final exam, there was a similar relationship (R2=0.19, p&lt;0.001) that was unchanged if course grade vs final exam grade was the dependent variable. While watching the provided lecture videos is not requisite for success on unit and final exams or in the course, there is evidence to suggest that increased viewing is associated with increased performance in the course. Therefore, instructors should continue to encourage students to watch online lecture videos but must also be aware that some students may be able to successfully acquire the content in other ways (i.e. through textbook alone).