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|\n| Winter 12-31-2024\u003Cbr>Skeleton Maps in Anatomy and Physiology: Student Perceptions\u003Cbr>Michelle Yeo\u003Cbr>Mount Royal University, [myeo@mtroyal.ca](myeo@mtroyal.ca)[ ](myeo@mtroyal.ca)Sarah Hewitt\u003Cbr>Mount Royal University, [sahewitt@mtroyal.ca](sahewitt@mtroyal.ca)[ ](sahewitt@mtroyal.ca)Joanne Bouma\u003Cbr>Mount Royal University, [jbouma@mtroyal.ca](jbouma@mtroyal.ca)[ ](jbouma@mtroyal.ca)Sarah Lang\u003Cbr>[sarah.b.webb@gmail.com](sarah.b.webb@gmail.com)\u003Cbr>Follow this and additional works at: [https://www.cjsotl-rcacea.ca](https://www.cjsotl-rcacea.ca)\u003Cbr>[https://doi.org/10.5206/cjsotlrcacea.2024.3.14329](https://doi.org/10.5206/cjsotlrcacea.2024.3.14329) |  |\n\nRecommended Citation  \nYeo, M., Hewitt, S., Bouma, J., & Lang, S. (2024). Skeleton maps in anatomy and physiology: Student perceptions. The Canadian Journal for the Scholarship of Teaching and Learning, 15(3). [https://doi.org/10.5206/cjsotlrcacea.2024.3.14329](https://doi.org/10.5206/cjsotlrcacea.2024.3.14329)  \nSkeleton Maps in Anatomy and Physiology: Student Perceptions  \nAbstract  \nHeavy content, high volume courses commonly create challenges for undergraduate students. Two such courses at our university are the introductory semesters of anatomy and physiology for first-year nursing students, taught by biology instructors. Despite the vast literature indicating the efficacy of using concept maps as a tool for learning, it is still not commonly implemented in the field. An adaptation called skeleton maps, were developed and implemented to assist student learning. This qualitative SoTL study reports on student perceptions of the learning gains of utilizing these maps, under six themes that fall into behavioural, cognitive, and opinion-based categories. The results of this study indicate a strong evidence base for using concept-map based strategies within similar courses.  \nLes cours à fort contenu et à volume élevé posent souvent des problèmes aux étudiants et aux étudiantes de premier cycle. Dans notre université, deux de ces cours sont les semestres d'introduction à l'anatomie et à la physiologie pour les étudiants et les étudiantes en première annéede soins infirmiers, enseignés par des professeurs et des professeures de biologie. Malgré les abondantes publications indiquant l'efficacité de l'utilisation des cartes conceptuelles comme outil d'apprentissage, cette méthode n'est pas encore couramment mise en œuvre sur le terrain. Une adaptation, appelée « skeleton maps » (cartes du squelette), a été développée et mise en œuvre pour faciliter l'apprentissage des étudiants et des étudiantes. Cette étude qualitative en ACEA rend compte des perceptions des étudiants et des étudiantes sur les gains d'apprentissage liés à l'utilisation de cescartes, sous six thèmes qui se répartissent en catégories comportementales, cognitives et basées sur l'opinion. Les résultats de cette étude indiquent une base de données solide pour l'utilisation de stratégies basées sur les cartes conceptuelles dans des cours similaires.  \nKeywords  \nconcept maps, skeleton maps, SoTL, anatomy and physiology, nursing; cartes conceptuelles, cartes dusquelette, ACEA, anatomie et physiologie, soins infirmiers  \nThis research paper/Rapport de recherche is available in The Canadian Journal for the Scholarship of Teaching and Learning:  \n[https://doi.org/10.5206/cjsotlrcacea.2024.3.14329](https://doi.org/10.5206/cjsotlrcacea.2024.3.14329)  \nHeavy content, high volume courses commonly create challenges for undergraduate students, particularly first year courses intended to provide foundational knowledge. These courses survey a large quantity of material in a relatively short period of time, often not achieving the intended outcomes for student learning due to the learning conditions created and the variable levels of prior knowledge entering the course (Dukhan, 2021, p. 57) . Students attempt to m","cbCaiqW2ttYOA615","https://ap.wps.com/l/cbCaiqW2ttYOA615","pdf",294657,18,"English","# Abstract\n## Background and context\n## Study approach and learning tool\n## Student perceptions and themes\n## Findings and implications","[{\"question\":\"Why are anatomy and physiology courses challenging for first-year nursing students?\",\"answer\":\"They combine high content volume with limited time, making it difficult for students to internalize frameworks and schema, especially when prior knowledge varies.\"},{\"question\":\"What are skeleton maps and how were they implemented?\",\"answer\":\"Skeleton maps are an adapted form of concept mapping where students complete a structured outline for each body system on a large 11x17 inch paper to organize connections between concepts.\"},{\"question\":\"What does the study measure and what categories of themes are reported?\",\"answer\":\"The study reports students’ perceptions of learning gains, summarized under six themes grouped into behavioural, cognitive, and opinion-based categories.\"}]","Skeleton Maps in Anatomy and Physiology - Student Perceptions | PDF",1792083041,45]