A Pre-semester, Online, Introductory Course to Anatomy and Physiology Boosts the Self-Confidence and Assessment Outcomes of First-year Healthcare Professional Students Studying Bioscience

Authors

DOI:

https://doi.org/10.63608/ssj.3960

Keywords:

anatomy and physiology, preparatory course, Anxiety, Confidence, academic performance, First year university, healthcare professional students, allied health care, bioscience, transition

Abstract

Healthcare and allied health degrees include the study of anatomy and physiology, collectively termed “bioscience”, in the first-year curriculum. It is well established that undergraduate nursing students, while appreciating the importance of bioscience for effective clinical practice, perceive it as difficult. This generates anxiety, which can negatively impact academic performance. Our study has revealed that this concern is also shared by occupational therapy and midwifery students. To address this issue, a fully online, self-directed short course, Jumpstart A&P, was developed to introduce students to basic bioscience concepts before the start of their first semester. Survey results revealed that engagement with Jumpstart A&P reduced student anxiety and enhanced self-reported confidence in studying bioscience. This was significantly associated with improved academic performance for those who completed at least half of the course. Therefore, the Jumpstart A&P course is an effective online intervention that improves students’ agency and confidence.

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Author Biographies

Natalie Bennett, Monash University

Natalie is an education-focused academic with almost 20 years of experience teaching anatomy and physiology to healthcare and allied health students in undergraduate and post-graduate programs. Natalie is involved in curriculum design and development, incorporating active learning strategies that drive student engagement and support academic success.

Emma Ashton, Monash University

Emma has a background in human biology and cardiovascular disease. Her current role is as an education-focused academic, teaching across multiple allied healthcare degrees to both undergraduate and postgraduate students in anatomy and physiology. Emma is a Fellow of the UK Higher Education Academy.

Jacinta Pitman, Monash University

Jacinta currently works as an education-focused academic with more than 20 years of experience teaching anatomy and physiology to healthcare and allied health students. In the past she has worked as a healthcare professional in the clinical setting and in clinical education. In her current academic role, she works to develop and promote active learning strategies in undergraduate and post-graduate programs in order to encourage student engagement and success. She is a Fellow of the UK Higher Education Academy.

Ted Brown, Monash University

Ted Brown currently works as a Professor and Undergraduate Course Coordinator of the Bachelor of Occupational Therapy (Honours) course at Monash University (Australia). In 2017, Ted was made an inaugural Fellow of the Occupational Therapy Australia Research Academy (FOTARA). In 2019, Ted was awarded the Roster of Fellows for the American Occupational Therapy Association (FAOTA) designation based on his “excellence in education, research, and service" to the occupational therapy discipline in the United States and internationally. Ted has published several books and numerous manuscripts during his career.  He also supervises undergraduate honours research, masters by research and doctoral students’ research. Ted does research in Allied Health Science, Pediatrics and Rehabilitation. His research interests include occupational therapy for children and families, education of health professional students, quantitative research methods, evidence-based education, social justice, and evaluation of tests and measures

Luke Robinson, Monash University

Luke Robinson is a Senior Lecturer in the Department of Occupational Therapy at Monash University, where he combines his enthusiasm for teaching with a commitment to advancing occupational therapy practice and research. His research focuses on higher education, the rehabilitation and assessment of hand and wrist injuries, health economics, and service evaluation.

Elise Randle-Barrett, Monash University

Dr Elise Randle-Barrett is an education-focused academic with extensive experience teaching anatomy and physiology across nursing, midwifery and allied health programs, including occupational therapy and emergency health. Elise has a strong track record in curriculum design and development, creating engaging learning experiences that drive improved student outcomes.

 

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Published

20-04-2026

How to Cite

Bennett, N., Ashton, E., Pitman, J., Brown, T., Robinson, L., & Randle-Barrett, E. (2026). A Pre-semester, Online, Introductory Course to Anatomy and Physiology Boosts the Self-Confidence and Assessment Outcomes of First-year Healthcare Professional Students Studying Bioscience. Student Success, 17(1), 49–66. https://doi.org/10.63608/ssj.3960

Issue

Vol. 17 No. 1 (2026)

Section

Articles

License

Copyright (c) 2026 Natalie Bennett, Emma Ashton, Jacinta Pitman, Ted Brown, Luke Robinson, Elise Randle-Barrett

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Authors retain copyright and grant the Journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution International Licence (CC BY 4.0) that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.