Using Short Multimedia Projects

INTRODUCTION

As an alternative to an oral exam, students in an undergraduate online human anatomy class  created multimedia submissions to synthesize their knowledge of musculoskeletal anatomy and innervation and apply this knowledge  to a functional activity of daily living. This assignment provided a unique opportunity for creativity and diversified assessment strategies in a course that normally uses more traditional teaching and learning methods (e.g., lectures, exams, research papers).  This assignment allowed students to practice using appropriate medical and anatomical terminology and simulates a potential clinical scenario they may encounter in multiple health care settings (e.g, demonstrate how movement occurs to a patient.)  By selecting their own topics, students investigated movements that were relevant to their interests/hobbies.

LEARNING OBJECTIVES

Viewers will be able to:

  • recognize how to adapt an example of a multimedia assignment for use in their own classes
  • describe how to use peer review to incorporate peer interaction into a basic  science class
  • explain the importance of creating assignments that are relevant to students’ interests and allow them to demonstrate practical skills
  • give examples of how to diversify assignments in a course that typically uses lecture and exams to assess learning
  • give examples of how to use assignments to engage students in higher levels of thinking in a hard sciences class

 

THE MULTIMEDIA PROJECT

ASSIGNMENT LEARNING OUTCOMES
  • Demonstrate and describe the movement of an upper extremity joint using appropriate anatomical terminology
  • Identify the agonist muscles involved in the movement and explain their actions
  • Identify the peripheral motor nerves innervating the agonist muscle(s)
ASSIGNMENT INSTRUCTIONS

Part 1: Video Submission

  • Choose a task you would complete by engaging a joint in the upper extremity. Choose one set of movements this joint allows (for example, flexion and extension), demonstrate it in the video (on yourself or a friend), and explain which muscles make that movement possible and the innervation of these muscles.
  • You should be able to complete both tasks in less than 5 minutes.

Part 2: References (PDF Format)

  • Please upload at least three references apart from your textbook to support your submission for Part 1. These references can be systematic reviews, journal articles, and official government agencies websites; peer-reviewed sources are best. Please make sure these references are not more than 7 years old.
ASSIGNMENT RUBRIC

PEER REVIEW COMPONENT

Students were randomly assigned a peer’s video to review via the Canvas peer review assessment feature. Students were given the following instructions:

  • You have been assigned one of your peers’ videos to watch and review. Comment on the completeness and accuracy of their description of the upper extremity motor task.
  • Rubric Criterion: Comment on the completeness and accuracy of description of task.
    • (2 pts: COMPLETE; 0 pts: INCOMPLETE/ NOT DONE)
EXAMPLE VIDEO PROJECT

Video May 05

RECOMMENDATIONS

This type of assignment can be used in similar courses for meaningful student-to-student interaction as an alternative to discussion boards and to take the place of in-person oral examinations.

Additionally, moving forward, suggestions to modify the project include:

  1. Adding an abnormal movement pattern from a chosen pathology and comparing it with a normal movement pattern.
  2. Expanding it to include multiple joints within the same motor task
 
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