Analysis of immediate student outcomes following a change in gross anatomy laboratory teaching methodology*

Objective: To compare student performance following a change in laboratory teaching methodology from cadavers to models to virtual dissection table in a musculoskeletal gross anatomy course in a doctor of chiropractic program. Methods: Three marking periods of laboratory and lecture examination scores from 3 consecutive academic calendar years were evaluated and compared using simple analysis as well as analysis of variance and post hoc t tests. The 1st cohort of students (n = 352) utilized cadavers. The 2nd cohort of students (n = 350) had anatomical models as their primary gross laboratory modality. The 3rd cohort of students (n = 393) utilized virtual dissection tables. Results: The midterm and final laboratory examination scores were evaluated and showed successive increase in aggregate averages between cohort 1 (mean = 76.1%), cohort 2 (mean = 81.4%), and cohort 3 (mean = 85.1%). Lecture examination scores remained consistent between the cohorts at 61.2%, 62.4%, and 61.1%, respectively. Significant improvements were seen in lab exam scores between cohorts (F [2, 2113] = 58.6, p < .001), and no significant differences were seen in lecture exam scores. Conclusion: Students utilizing virtual dissection tables scored higher on laboratory examinations than students having models or cadavers. However, they displayed a similar testing competency in lecture examinations, suggesting a possible change in laboratory examination difficulty between the cohorts but a similar knowledge base. Further studies are warranted to evaluate the long-term retention of student knowledge.

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First Year Student Perception and Experience of Online Topographical Anatomy Laboratory Classes using Zoom Technology during the COVID-19 Pandemic

International Journal of Innovation in Science and Mathematics Education ◽

10.30722/ijisme.29.03.002 ◽

2021 ◽

Vol 29 (3) ◽

Author(s):

Rudi Klein ◽

Chiara Tomassoni ◽

Gayathri Rajaaman ◽

Maxwell Winchester ◽

Norman Eizenberg ◽

...

Keyword(s):

Student Performance ◽

Learning Experience ◽

Student Perception ◽

Visual Learning ◽

Functional Anatomy ◽

Gross Anatomy ◽

First Year ◽

Topographical Anatomy ◽

Anatomy Laboratory ◽

Student Grades

During semester one of 2020, the units ‘Functional Anatomy of the Trunk’ and ‘Functional Anatomy of the Limbs’ which focus on human topographical anatomy were re-designed into an online delivery format and taught remotely in response to the COVID-19 lockdown. It was expected that the move to remote teaching would negatively impact student perception and learning experience, in particular that of the cadaver-based laboratory work. The aim of this study was to investigate whether the replacement of traditional face-to-face cadaver-based anatomy laboratories with an online version using digital anatomy resources and Zoom technology as the communication platform would achieve comparable student learning experience and outcomes. First Year Students (n=69) enrolled in these units were invited to participate in this study and were asked at the conclusion of each unit to complete an anonymous opinion-based survey via Qualtrics. The Qualtrics data, student grades and Learning Management System (LMS) statistics were analysed. Results indicate that student perception of the online gross anatomy laboratory learning was positive and that it had complemented their learning. Most students agreed that as a visual learning resource, it provided an improved understanding of anatomy and helped with the application of anatomical knowledge. Interestingly, student performance showed a similar range of marks compared with previous years. However, students strongly agreed that the online 2D learning experience had significant limitations when compared to live use of cadavers in laboratories.

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Enhancement of Student Performance in a Gross Anatomy Course With the Use of Peer Tutoring

Journal of Physical Therapy Education ◽

10.1097/00001416-199901000-00007 ◽

1999 ◽

Vol 13 (1) ◽

pp. 34-38 ◽

Cited By ~ 11

Author(s):

David A Lake

Keyword(s):

Student Performance ◽

Peer Tutoring ◽

Gross Anatomy ◽

Gross Anatomy Course

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Gross anatomy course content and teaching methodology in allied health: Clinicians' experiences and recommendations

Clinical Anatomy ◽

10.1002/1098-2353(200103)14:2<152::aid-ca1024>3.0.co;2-a ◽

2001 ◽

Vol 14 (2) ◽

pp. 152-157 ◽

Cited By ~ 21

Author(s):

Neal S. Latman ◽

Roger Lanier

Keyword(s):

Allied Health ◽

Gross Anatomy ◽

Teaching Methodology ◽

Course Content ◽

Gross Anatomy Course

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Retrieval Practice for Improving Long-Term Retention in Anatomical Education: A Quasi-Experimental Study

Medical Science Educator ◽

10.1007/s40670-021-01298-8 ◽

2021 ◽

Author(s):

Mohammad B. Azzam ◽

Ronald A. Easteal

Keyword(s):

Student Performance ◽

Educational Software ◽

Retrieval Practice ◽

Gross Anatomy ◽

Final Exam ◽

Term Retention ◽

Quasi Experimental ◽

Long Term Retention ◽

Gross Anatomy Course

AbstractIt is generally assumed by students that learning takes place during repeated episodes of rereading and rote memorization of course materials. Over the past few decades, however, research has increasingly indicated that the said notion can and should be enhanced with learning paradigms such as retrieval practice (RP). RP occurs when students practice retrieving their consolidated semantic memories by informally testing themselves. This strategy results in the re-encoding and re-consolidation of existing semantic memories, thus strengthening their schemas. The purpose of this quasi-experimental design was to assess the effects of the implementation of RP on student performance on the final exam in a large, undergraduate Gross Anatomy course. It was hypothesized that student participation in RP during class would improve their performance on the final exam in the course. The participants (N = 248) were mainly in Life Sciences, Kinesiology, and Physical Education programs. They answered RP questions using TopHat©, an online educational software platform. The results of this study indicated that student performance on the final exam was enhanced when students engaged in RP. It was concluded that the use of RP effectively enhances learning and long-term retention of semantic memory. In addition to the traditional testing ‘of’ learning, teachers are encouraged to implement testing, in the form of RP, in their classrooms ‘for’ learning.

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