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Tertiary Anatomy and Physiology, A Barrier for Student Success

Author

Listed:
  • Julian Vitali
  • Conner Blackmore
  • Siavash Mortazavi
  • Ryan Anderton

Abstract

Anatomy and physiology courses are a foundation for numerous degrees, but experience some of the highest failure rates of all undergraduate health science programs (Higgins-Opitz & Tufts, 2014). While interventions have been developed in an attempt to remediate this concerning phenomenon, there is a paucity of evidence to determine the reason anatomy and physiology courses pose such an obstacle to students, and whether there are reliable early determinants for student success in these courses. This review will discuss why this obstacle exists, and the factors that contribute to success and failure in undergraduate anatomy and physiology courses.Â

Suggested Citation

  • Julian Vitali & Conner Blackmore & Siavash Mortazavi & Ryan Anderton, 2020. "Tertiary Anatomy and Physiology, A Barrier for Student Success," International Journal of Higher Education, Sciedu Press, vol. 9(2), pages 289-289, April.
    • Handle: RePEc:jfr:ijhe11:v:9:y:2020:i:2:p:289
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    References listed on IDEAS

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    1. Evans, M. & Farley, A., 1998. "Institutional Characteristics and the Relationship Between Student's Last-Year University and Final-Year Secondary School Academic Performance," Monash Econometrics and Business Statistics Working Papers 18/98, Monash University, Department of Econometrics and Business Statistics.
    2. Ryan S Anderton & Tess Evans & Paola T Chivers, 2016. "Predicting Academic Success of Health Science Students for First Year Anatomy and Physiology," International Journal of Higher Education, Sciedu Press, vol. 5(1), pages 250-250, February.
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    Cited by:

    1. Emily A. Royse & Elliot Sutton & Melanie E. Peffer & Emily A. Holt, 2020. "The Anatomy of Persistence: Remediation and Science Identity Perceptions in Undergraduate Anatomy and Physiology," International Journal of Higher Education, Sciedu Press, vol. 9(5), pages 283-283, October.
    2. Harrison Whiting & Conner Blackmore & Julian Vitali & Tracey Langfield & Kay Colthorpe & Hardy Ernst & Louise Ainscough, 2022. "Theories of Blended Learning: A Novel Approach to Tertiary Neuroanatomy," International Journal of Higher Education, Sciedu Press, vol. 11(4), pages 191-191, August.

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    More about this item

    JEL classification:

    • R00 - Urban, Rural, Regional, Real Estate, and Transportation Economics - - General - - - General
    • Z0 - Other Special Topics - - General

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