Anatomy and physiology model making project: Assessing students’ perceptions, learning gains and academic outcomes

Abstract

Background and objective: Student-originated projects as an innovative teaching approach in the laboratory classes play an important role in maximizing students’ learning by allowing them to venture into independent inquiry, making their experience more meaningful. Anatomy and Physiology model making project as a form of innovative technique in teaching science is well implemented in all Nursing Institutes under the Ministry of Health in Oman, that forms part of the laboratory assessment of the course. It started three years ago, with its objective of reinforcing the knowledge in a more active learning environment. Since its implementation in 2013, there has been no baseline study conducted along this area and the over-all effectiveness of the project has not been assessed. This study was conducted to find out the learning gains of nursing student in Anatomy and Physiology Laboratory Course through model-making project approach with the end view of formulating recommendations based on the tested findings.

Methods: The study employed descriptive correlational method of research and survey as the data gathering technique. The primary quantitative data came from purposively sampled Year I Bachelor of Science Nursing Student in Rustaq Nursing Institute of Academic Year 2015-2016 (n = 33), and students’ final course grades in Anatomy and Physiology as secondary data. The data obtained were treated using percentage, ranking, weighted mean, Chi-square test and correlation analysis.

Results: Findings revealed that the respondents strongly agreed to the learning gains obtained through the use of the model-making project in terms of skills and values domain (composite mean = 4.07; 4.43) respectively, while agreed on the aspect of knowledge and attitude domains. The Chi-Square test values and correlation analysis showed significant relationship (p = .000) between the profile of the respondents in terms of age and gender and their assessments on the learning gains, as well as on the correlation between perceived learning gains and grades of the students.

Conclusions: There were positive learning gains through the model-making project in terms of the four learning domains. Significant relationship were found between the profile of the respondents and their assessments of the learning gains. Furthermore, the perceived learning gains was significantly correlated with the grades of students in Anatomy and Physiology course. The formulated recommendations for the instructional guidelines were based on the lowest rated items and needed to be enhanced among the students.