A Comparison of Three Teaching Techniques in Anatomy and Physiology

Abstract

Abstract The relative impact on student learning of three active learning strategies was studied. Sixty-three students in an undergraduate anatomy and physiology class used study guides for the respiration section, study guides combined with group quizzes for the phonation section, and study guides combined with student response systems (clickers) for the articulation and resonance section. Learning was measured by administering weekly quizzes, and student satisfaction was evaluated by a survey at the end of the third section of the course. Quiz scores were significantly higher under the clicker condition; students preferred clickers, but found the study guides to be most educationally beneficial. Study guides helped students organize information prior to class; clickers reassured them about what they had learned.