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Using a Mental Obstacle Course to Engage and Elevate Learning in an Anatomy and Physiology Laboratory

In order to increase student engagement and learning in a combined anatomy and physiology undergraduate teaching laboratory we designed a type of mental obstacle course. Students completed a series of ‘quests’ designed to increase student learning and develop skills such as critical thinking and analysis. We used this strategy specifically in classes that lacked dynamic student activities and that we felt might otherwise be less engaging and impactful.