Event Title
Utilizing indexed memory matrices to facilitate active learning in a neuroanatomy and physiology course.
Location
Auditorium B
Format
Workshop
Start Date
21-1-2017 1:00 PM
End Date
21-1-2017 2:00 PM
Abstract
Utilizing indexed memory matrices to facilitate active learning in a neuroanatomy and physiology course. T.P. Arnold NSU-Tampa Campus. Neuroanatomy and neurophysiology are content rich courses which are required of professional doctorate students (OTD, DPT, DO, etc). Content is detailed with esoteric vocabulary and complex relationships between structure and function. Studies on memory theory support using concept maps and other tools to enhance learning and retention (Crowder , 2015). To facilitate active learning and to emphasize detailed relationships and applications, a set of memory matrices has been developed as a formative assessment and study tool which address the course’s learning objectives. These are organized by chapter and indexed to the textbook’s readings, tables and figures. Students submit completed work via a drop-box in blackboard which are then assessed using a custom rubric. Exams are constructed to illuminate and assess learning objectives and outcomes which have been presented within the course and recur in the matrices and other presented materials. Examples of types of established matrices (Edberg, 2016) will be presented and techniques explained and demonstrated on how to design, construct and assess memory matrices.
Utilizing indexed memory matrices to facilitate active learning in a neuroanatomy and physiology course.
Auditorium B
Utilizing indexed memory matrices to facilitate active learning in a neuroanatomy and physiology course. T.P. Arnold NSU-Tampa Campus. Neuroanatomy and neurophysiology are content rich courses which are required of professional doctorate students (OTD, DPT, DO, etc). Content is detailed with esoteric vocabulary and complex relationships between structure and function. Studies on memory theory support using concept maps and other tools to enhance learning and retention (Crowder , 2015). To facilitate active learning and to emphasize detailed relationships and applications, a set of memory matrices has been developed as a formative assessment and study tool which address the course’s learning objectives. These are organized by chapter and indexed to the textbook’s readings, tables and figures. Students submit completed work via a drop-box in blackboard which are then assessed using a custom rubric. Exams are constructed to illuminate and assess learning objectives and outcomes which have been presented within the course and recur in the matrices and other presented materials. Examples of types of established matrices (Edberg, 2016) will be presented and techniques explained and demonstrated on how to design, construct and assess memory matrices.
