Audra Faye Schutte

219 Pages·2013·1.27 MB·English

by  Audra Faye

REMEDIATION TRENDS IN AN UNDERGRADUATE ANATOMY COURSE AND
ASSESSMENT OF AN ANATOMY SUPPLEMENTAL STUDY SKILLS COURSE

Audra Faye Schutte

Submitted to the faculty of the University Graduate School
in partial fulfillment of the requirements
for the degree
Doctor of Philosophy
in the Department of Anatomy & Cell Biology,
Indiana University

May 2013
Accepted by the Faculty of Indiana University, in partial
fulfillment of the requirements for the degree of Doctor of Philosophy.

Valerie Dean O’Loughlin, Ph.D., Chair

James J. Brokaw, Ph.D.
Doctoral Committee

David J. Flinders, Ph.D.

January 28, 2013

Anthony L. Mescher, Ph.D.

ii
© 2013
Audra Faye Schutte
ALL RIGHTS RESERVED

iii
Dedication
This dissertation is dedicated to my parents. They have continuously supported
me in my endeavors, always encouraging me to reach for the stars. I cannot fully express
how much love and gratitude I have for them.
This dissertation is also dedicated to my roommate, running partner and best
friend, Sadie. Coming home to a wagging tail never ceases to brighten my day and I
cannot imagine having to complete this process without her.

iv
Acknowledgements

I am so grateful to the many people who have supported me throughout my time
in graduate school. This dissertation definitely would not be what it is today without the
guidance and expertise provided by my advisor, Valerie O’Loughlin. Her continuous
support throughout this process has been invaluable to me.
I would also like to acknowledge my committee members: Tony Mescher, Jim
Brokaw, and Dave Flinders. Your contributions have been paramount to my
development as a researcher and writer.
Jackie Cullison, one of the most helpful people I’ve met! Thank you so much for
your assistance throughout my data collection and analysis. You really are a life saver!
Jenni Keller, developing and teaching M100 with you became more than I could
have imagined. I’m so glad I was able to work on it with you!
My students in M100 and A215, without all of you this entire dissertation would
not be possible. I have learned so much from you all.
I have made so many great friends in my time in Bloomington, and I never
expected such an amazing support system. From the gym to the dog park to campus, I
couldn’t ask for better people to have in my life. I am grateful for the endless
encouragement and wonderful time spent with you all.
IUB medical students who I have been fortunate enough to teach during the past
couple years, thank you for such a wonderful experience. Teaching you has been a
highlight of my graduate career and I’m so happy to now consider many of you to be
friends.

v
Abstract

Audra Faye Schutte

REMEDIATION TRENDS IN AN UNDERGRADUATE ANATOMY COURSE AND
ASSESSMENT OF AN ANATOMY SUPPLEMENTAL STUDY SKILLS COURSE

Anatomy A215: Basic Human Anatomy (Anat A215) is an undergraduate human
anatomy course at Indiana University Bloomington (IUB) that serves as a requirement for
many degree programs at IUB. The difficulty of the course, coupled with pressure to
achieve grades for admittance into specific programs, has resulted in high remediation
rates. In an attempt to help students to improve their study habits and metacognitive skills
Medical Sciences M100: Improving Learning Skills in Anatomy (MSCI M100) was
developed. MSCI M100 is an undergraduate course at IUB which is taught concurrently
with Anat A215, with the hopes of promoting academic success in Anat A215.
This multifaceted study was designed to analyze the factors associated with
students who remediate Anat A215, to predict at-risk students in future semesters, and
assess the effectiveness of MSCI M100. The first facet involved analysis of Anat A215
students’ demographic information and class performance data from the spring semester
of 2004 through the spring semester of 2010. Results of data analysis can be used by
IUB instructors and academic advisors to identify students at risk for remediating, as well
as provide other undergraduate anatomy instructors across the U.S. with potential risk
factors associated with remediation.
The second facet of this research involved analyzing MSCI M100 course
assignments to determine if there are improvements in student study habits and
vi
metacognitive skills. This investigation involved quantitative analysis of study logs and a
learning attitudes survey, as well as a thorough inductive analysis of students’ weekly
journal entries. Lastly, Anat A215 exam scores and final course grades for students who
completed MSCI M100 and students who did not complete MSCI M100 were compared.
Results from these analyses show promising improvements in students’ metacognition
and study habits, but further research will better demonstrate the efficacy of MSCI M100.

Valerie Dean O’Loughlin, Ph.D., Chair

vii
Table of Contents
List of Tables .................................................................................................................... xii
List of Figures ....................................................................................................................xv
Chapter 1: Introduction ........................................................................................................1
Success in Anatomy A215 .......................................................................................1
Supplemental Instruction & MSCI M100 ................................................................2
Research Questions ..................................................................................................2
Chapter 2: Learning and Metacognition in Anatomy ..........................................................6
Learning Theories & Anatomy ................................................................................6
Metacognition ........................................................................................................11
Predicting Academic Success ................................................................................14
Remediation ...........................................................................................................15
Anatomy Remediation ...........................................................................................17
Supplemental Learning Programs ..........................................................................20
Past & Current Anatomy Instruction .....................................................................25
Anatomy A215 at Indiana University Bloomington ..............................................28
Chapter 3: Remediation in Anatomy A215 .......................................................................29
Materials & Methods .............................................................................................30
Results ....................................................................................................................37
Student Demographics ...............................................................................37
SAT Mean Score Comparisons ..................................................................39
Anat A215 Exam & Final Course Grades ..................................................42
Comparing Remediators ............................................................................48
viii
Short vs. Long Term Remediators .............................................................52
Discussion ..............................................................................................................55
Chapter 4: Development of a Study Skills Course ............................................................62
Backwards Course Design: Creating MSCI M100 ................................................63
MSCI M100 Course Assessments .........................................................................65
Approval Process for MSCI M100 ........................................................................69
Evolution of MSCI M100 ......................................................................................70
2010 Summer II Session: A Pilot Study ................................................................77
MSCI M100: 2010 Summer Session II Positive Results ...........................77
MSCI M100: 2010 Summer Session II Challenges ...................................80
Future Directions for MSCI M100 ........................................................................82
Chapter 5: Analysis of MSCI M100: Improving Learning Skills in Anatomy .................84
Methodology ..........................................................................................................84
MSCI M100 Metacognitive Self-Assessment Survey ...............................85
Comparison of M100 & Non-M100 Students’ A215 Grades ....................87
MSCI M100 Study Logs & Blogs .............................................................88
Results ....................................................................................................................92
Survey: Part 1 – Demographic Information ...............................................92
Survey: Part 2 – Comfort with the Learning Process & Use of
Learning Tools ...........................................................................................95
Study Logs ...............................................................................................100
Overall Study Log Trends ........................................................................104

ix
Grade Comparisons Between MSCI M100 & Non-MSCI M100
Students ....................................................................................................104
Comparing MSCI M100 & Anat A215 Final Grades ..............................112
Discussion ............................................................................................................114
Survey ......................................................................................................114
Study Logs ...............................................................................................117
Anat A215 Final Grade & Withdrawal Rate Comparisons .....................118
Chapter 6: MSCI M100 Blog Analysis ............................................................................120
Methodology ........................................................................................................120
Results ..................................................................................................................126
Spring 2011 ..............................................................................................126
Fall 2011 ..................................................................................................131
Spring 2012 ..............................................................................................136
Overall Blog Trends .................................................................................141
Discussion ............................................................................................................143
Chapter 7: Conclusions ....................................................................................................148
Remediation in Anat A215: Conclusions & Implications ...................................148
Implications for Anatomy Instruction at IU.............................................149
Implications for Academic Advisors .......................................................150
MSCI M100 Analysis: Conclusions & Implications ...........................................151
Implications for Science Instructors ........................................................152
Theoretical Implications ......................................................................................154
Limitations ...........................................................................................................156
x