HAPS Curriculum & Instruction 2022 Laboratory Survey: Teaching Anatomy and Physiology during the COVID-19 Pandemic
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| Title: | HAPS Curriculum & Instruction 2022 Laboratory Survey: Teaching Anatomy and Physiology during the COVID-19 Pandemic |
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| Language: | English |
| Authors: | Carol A. Britson, James E. Clark, Chinenye Anako, Rachel Hopp, Heather Armbruster, Chris Kule, Jeff Huffman, Kathleen Ahles |
| Source: | HAPS Educator. 2025 29(1):50-73. |
| Availability: | Human Anatomy and Physiology Society. PO Box 2945, LeGrange, GA 30421. e-mail: editor@hapsconnect.org; Web site: https://www.hapsweb.org/page/hapsed_home |
| Peer Reviewed: | Y |
| Page Count: | 24 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Anatomy, Physiology, Science Instruction, Science Laboratories, COVID-19, Pandemics, Electronic Learning, Blended Learning, In Person Learning, Educational Change, Educational Resources, Educational Finance, Safety, Educational Policy, Computer Assisted Testing, Evaluation Methods, College Faculty, Teacher Attitudes |
| ISSN: | 2473-3792 2473-3806 |
| Abstract: | In this third and final manuscript from the Human Anatomy and Physiology Society (HAPS) 2022 Lab Survey we document the efforts of Human Anatomy and Physiology (A&P) educators in response to the COVID-19 global pandemic. Institutional, instructional, and student demographics, and laboratory activities and learning outcomes were the focus of the first and second manuscripts, respectively, in this series. Sixteen new questions for the third part of the survey asked about changes in instructional resources and funding, safety procedures, and effects on course policies for the partial academic year of March through May 2020 and the 2020-2021 and 2021-2022 academic years. Institutional mandate or instructor choice rather than government mandate determined course format (in-person, online, or hybrid) across the three time periods. Instructor-created videos, face masks, and temporarily shifting the class online were the most common resource, safety procedure, and response to disruptions, respectively. Online lab practicals were frequently used for assessment during the pandemic, with a lockdown internet browser or honor system the most frequently used methods for proctoring. Perceived course rigor and learning outcomes assessed did not differ appreciably during the time periods in question, while the variety of testing and assessment methods increased. Although respondents indicated an expected increase in variety of course format once the pandemic was over, this expectation is not statistically significant. While there were many positive effects of the pandemic, including increased compassion for the stressors affecting students, respondents did not indicate feeling more invigorated in their teaching. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1471339 |
| Database: | ERIC |
| Abstract: | In this third and final manuscript from the Human Anatomy and Physiology Society (HAPS) 2022 Lab Survey we document the efforts of Human Anatomy and Physiology (A&P) educators in response to the COVID-19 global pandemic. Institutional, instructional, and student demographics, and laboratory activities and learning outcomes were the focus of the first and second manuscripts, respectively, in this series. Sixteen new questions for the third part of the survey asked about changes in instructional resources and funding, safety procedures, and effects on course policies for the partial academic year of March through May 2020 and the 2020-2021 and 2021-2022 academic years. Institutional mandate or instructor choice rather than government mandate determined course format (in-person, online, or hybrid) across the three time periods. Instructor-created videos, face masks, and temporarily shifting the class online were the most common resource, safety procedure, and response to disruptions, respectively. Online lab practicals were frequently used for assessment during the pandemic, with a lockdown internet browser or honor system the most frequently used methods for proctoring. Perceived course rigor and learning outcomes assessed did not differ appreciably during the time periods in question, while the variety of testing and assessment methods increased. Although respondents indicated an expected increase in variety of course format once the pandemic was over, this expectation is not statistically significant. While there were many positive effects of the pandemic, including increased compassion for the stressors affecting students, respondents did not indicate feeling more invigorated in their teaching. |
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| ISSN: | 2473-3792 2473-3806 |
