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Fig. 1 | BMC Medical Education

Fig. 1

From: Puzzle-based versus traditional lecture: comparing the effects of pedagogy on academic performance in an undergraduate human anatomy and physiology II lab

Fig. 1

Course Structure and Single Subject/Cross-Over Design. A summary of the Human Anatomy and Physiology II Lab course schedule including the implementation of a single subject/cross-over design. I) Course offered at the University of Akron, II) Individual sections or “classes” each approximately 25–30 undergraduate students (185 in total). Each section was assigned to meet at the same unique specified time and classroom on campus at the University of Akron. The actual meeting times, and section numbers have been omitted to ensure anonymity of the participants in keeping with the requirements set forth by the Internal Review Board at the University of Akron. III) Weeks 1–8 of an academic semester, including indications of how sections were divided among the teaching assistants, and which sections began the study with either a traditional lecture or puzzle-based pedagogy. IV) The mid-term exam and, as indicated by the black five pointed star, the point of pedagogy cross-over. V) Weeks 9–16 of an academic semester, including indications of which sections crossed-over to either a traditional lecture or puzzle-based pedagogy

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