Browsing by Author "Schmalz, Naomi"

Now showing 1 - 2 of 2
  • Thumbnail Image
    Item
    Who is the Teacher and Who is the Student? The Dual Service- and Engaged-Learning Pedagogical Model of Anatomy Academy
    (SAGE Publications, 2019-10-22) Diaz, Molly M.; Ojukwu, Kenechukwu; Padilla, Jessica; Steed, Kevin; Schmalz, Naomi; Tullis, Autumn; Mageno, Alex; McCleve, Jeff; White, Erik; Stark, M. Elena; Morton, David A.; Seastrand, Gary; Ray, Gaye; Lassetter, Jane; Wilson-Ashworth, Heather A.; Wisco, Jonathan J.; Anatomy and Cell Biology, School of Medicine
    Anatomy Academy is a simultaneous service-learning experience for preprofessional school undergraduate students and preclinical professional students acting as classroom paraprofessional teachers (Mentors), and engaged-learning experience for fourth to sixth grade elementary school children (Students). Using didactic and kinesthetic active learning teaching strategies in small-group classroom environments, Mentors taught anatomy, physiology, and nutrition concepts to Students. In this study of the program's early years (2012-2014), overall objectives of improving Mentors' pedagogical confidence; and Students' science interest, science knowledge, and exercise self-efficacy were assessed. Mentors showed (89% response of 595 surveyed) improvement in content delivery (P < .001), student engagement (P < .001), classroom management (P < .001), and professionalism (P = .0001). Postprogram Mentor reflections were categorized into 7 major themes that demonstrated personal growth through the service-learning opportunity: (1) realization of an ability to make a difference in the world now; (2) acknowledgment of the importance of listening in teaching; (3) recognition that lives can and will change with "a little love"; (4) insight into the effectiveness of guiding Students through material rather than lecturing; (5) awareness of the value of respect in the learning environment; (6) cognizance of the power of individualized attention to motivate Students; and (7) reflection of one's own personal growth through the open influence of Students. Students showed (88% response of 1259 surveyed) improvement in science knowledge (P = .014) and exercise self-efficacy (P = .038), but not science interest (P = .371). Thus, while Students are learning more science and becoming more aware of their health, we need to be more overt in our presence as scientists in the educational arena.
  • Thumbnail Image
    Item
    "A Whole New Perspective on How the Body Fits Together" - An Evaluation of a Cadaver Lab Experience for High School and Undergraduate Students
    (2020-03-06) Cale, Andrew; Byram, Jessica; Schmalz, Naomi
    IUPUI Anatomy Lab Tour Project Abstract “A Whole New Perspective on How the Body Fits Together” – An Evaluation of a Cadaver Lab Experience for High School and Undergraduate Students Andrew Cale MS1, Jessica Byram PhD1, Naomi Schmalz MS1,2 1Department of Anatomy, Cell Biology, and Physiology, Indiana University School of Medicine, Indianapolis, IN, USA 2Division of Biomedical Sciences, Marian University College of Osteopathic Medicine, Indianapolis, IN, USA Background: Since 2014, the Center for Anatomy and Physiology Education at Indiana University School of Medicine – Indianapolis has hosted interactive human cadaver lab tours for local high school and undergraduate students. During these graduate student-led tours, touring students observe human anatomy on prosections and with isolated organs. Similar educational outreach initiatives have been shown to benefit adolescents by improving health literacy and encouraging interests in healthcare careers. Aim: To evaluate students’ perceptions of the anatomy lab tours and their impact on students’ interests in healthcare careers. Methods: Between April and December 2018, touring students (n=261) were invited to complete pre- and post-tour surveys evaluating their past experiences with cadaver labs, tour expectations, career interests, and additional thoughts and feelings regarding the tour. Pre-surveys were paper-based and completed in-person, while post-surveys were administered online via REDCap and completed within one week of the tour. Responses were aggregated into pre- and post-tour groups and analyzed using thematic analysis. This study was granted exempt status from the IRB at Indiana University (#1802755251). Results: Of the 261 students who completed pre-tour surveys, 204 (78%) completed the post-tour survey. Before the tour, students anticipated learning about human anatomy (52%) and expected to only be able to see (and not feel) a cadaver (66%). Most students expressed excitement (80%) or nervousness (45%). A few students viewed the lab tour as an opportunity to test if they could see themselves in a healthcare career (4%). After the tour, most students indicated that the tour either met (77%) or exceeded (22%) their expectations. Students found the lab tour to be educational and interesting. They were surprised by the opportunity to interact with the cadaver (23%) and by the pre-dissected appearance of the cadaver (26%). Numerous students (41%) also expressed an increased interest in healthcare careers after the lab tour. Conclusion: Overall, students perceived the lab tours as engaging, educational experiences that not only improved their anatomical knowledge, but also reinforced or increased their interest in healthcare careers. Academic institutions interested in positively impacting their local students can implement a cadaver lab tour program by sharing access to their in-house human cadaver lab and recruiting instructors to share their time and anatomy expertise.