Learning in context: Undergraduate students' knowledge and the content retention of anatomy between discipline‐specific and integrated course approaches

Abstract

AbstractUndergraduate introductory human anatomy and human physiology courses are either taught as discipline‐specific or integrated anatomy and physiology (A&P) sequences. An institution underwent a curricular revision to change the course approach from discipline‐specific Human Anatomy and Human Physiology to an integrated A&P I and II sequence, allowing the unique opportunity to explore the potential role of contextual learning in academic achievement and content retention. Mediation and moderation analysis was used to evaluate lecture examinations, laboratory practical examinations, and anatomical content retention between the different course approaches. Undergraduate students in the integrated A&P I course approach performed significantly better on lecture assessments and had a higher anatomy content retention rate at the end of the year than students enrolled in the standalone Human Anatomy course. The lecture examination averages between Human Physiology and A&P II (the second course in the sequence), as well as the anatomy laboratory practical examinations, were not significantly different between discipline‐specific and integrated course approaches. The results suggest contextual learning—providing physiological context to anatomical structures—increases the anatomical content retention and academic achievement overall.