selected publications academic article Day, L., Greene, E., & Patham, B. (2022). Cadaveric Clinical Integration: Integration of Basic Science and Medical Science. The FASEB Journal. 36(S1), Loving, R. J., Haeussler, C., McMurray, J. R., Peacock, B., Hsu, M., & Day, L. (2022). Does the Use of Premade Digital Flashcards Aid in Medical Students Learning of Anatomy. The FASEB Journal. 36(S1), Brakora, K., Day, L., & Chico, D. (2021). Succeeding in a pandemic: Online lectures and inperson laboratory teaching maintained exam scores in the anatomical sciences. The FASEB Journal. 35(Suppl 1), 10.1096/fasebj.2021.35.s1.05461. O'Neil-Pirozzi, T. M., Musler, J. L., Carney, M., Day, L., Hamel, P. C., & Kirwin, J. (2019). Impact of Early Implementation of Experiential Education on the Development of Interprofessional Education Knowledge and Skill Competencies. Journal of Allied Health. 48(2), e53-e59. Day, L. J. (2018). A gross anatomy flipped classroom effects performance, retention, and higher-level thinking in lower performing students. Anatomical Sciences Education. 11(6), 565-574. Sterlin, L., & Day, L. (2018). Analysis of Dissection Methods to Facilitate Student Understanding of Knee Ligaments. The FASEB Journal. 32(S1), Poletti, M., Rihm, J., Egan, C., & Day, L. (2018). Efficacy of Gross Anatomy Cadaver Online Video Learning Modules in FirstYear Physical Therapy Students. The FASEB Journal. 32(S1), Day, L., Markowski, A., & Watkins, M. (2018). Using Realtime Ultrasound Imaging to Enhance Students' Learning of Anatomical Knowledge in Physical Therapy Education. The FASEB Journal. 32(S1), Day, L. (2017). Does Motivation or LearningStrategies Develop in a FlippedClassroom?. The FASEB Journal. 31(S1), Day, L. (2016). Effective teaching and learning: Overview of research and tools to use to reach the millennial student. HAPS Educator. 20(3), 84-89. Day, L. (2015). Longterm Retention and Effectiveness in a Largesized Flipped Gross Anatomy Course for Doctoral of Physical Therapy Students. The FASEB Journal. 29(S1), Day, L. J., Goldberg, M., Molloy, E., Moran, K. C., & Rocco, C. (2013). Methods for the teaching of gross anatomy: A qualitative look at the use of cadaver dissection, prosection, plastination, and computeraided technology as effective methods. The FASEB Journal. 27(S1), Kamali, M., Day, L. J., Brooks, D. H., Zhou, X., & O'Malley, D. M. (2009). Automated identification of neurons in 3D confocal datasets from zebrafish brainstem. Journal of Microscopy. 233(1), 114-131. book Day, L. Connect Content for Anatomy and Physiology Revealed 3.0. McGraw-Hill Connect.
principal investigator on Effects of a flipped-classroom awarded by Northeastern University - (Boston, Massachusetts, United States) 2014 - 2015
co-principal investigator on Using real-time ultrasound imaging to enhance learning and clinical application of anatomy, biomechanics, motor control and patient care across the Physical Therapy curriculum awarded by Northeastern University - (Boston, Massachusetts, United States) 2016 - 2017 Digital Maze awarded by VentureWell - (Hadley, Massachusetts, United States) 2008 - 2009
investigator on Digital Maze Games in Educational Settings awarded by The Massachusetts Technology Transfer Center - (Boston, Massachusetts, United States) 2007 - 2008
education and training Ph.D. in Biology, Northeastern University - (Boston, Massachusetts, United States) 2009 M.S. in Applied Anatomy and Physiology, Boston University - (Boston, Massachusetts, United States) 1999 B.S. in Exercise Physiology, University of Massachusetts Lowell - (Lowell, Massachusetts, United States) 1997
awards and honors Sam Drogo Technology in Classroom Award, conferred by Human Anatomy and Physiology Society - (United States), 2017 University Excellence in Teaching Award, conferred by Northeastern University - (Boston, Massachusetts, United States), 2009 Effective Or Innovative Use Of Technology In Teaching Award, conferred by Northeastern University - (Boston, Massachusetts, United States), 2006 Effective Or Innovative Use Of Technology In Teaching Award, conferred by Northeastern University - (Boston, Massachusetts, United States), 2005 Effective Or Innovative Use Of Technology In Teaching Award, conferred by Northeastern University - (Boston, Massachusetts, United States), 2004