Offering an anatomy and physiology course through a high school-university partnership: The minnesota model

Murray Jensen, Allison Mattheis, Anne Loyle

Research output: Contribution to journalArticlepeer-review

4 Scopus citations

Abstract

This article describes a one-semester anatomy and physiology course that is currently offered through the concurrent enrollment program at the University of Minnesota. The article explains how high school teachers are prepared to teach the course and describes efforts to promote program quality, student inquiry, and experiential learning. Recommendations are made for anatomy and physiology instructors who are involved in similar endeavors.

Original languageEnglish (US)
Pages (from-to)157-164
Number of pages8
JournalAmerican Journal of Physiology - Advances in Physiology Education
Volume37
Issue number2
DOIs
StatePublished - 2013

Keywords

  • Concurrent enrollment
  • Constructivism
  • Experiential learning
  • High school teachers
  • Inquiry

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