Online dissection audio-visual resources for human anatomy: Undergraduate medical students' usage and learning outcomes.
In an attempt to improve undergraduate medical student preparation for and learning from dissection sessions, dissection audio-visual resources (DAVR) were developed. Data from e-learning management systems indicated DAVR were accessed by 28% ± 10 (mean ± SD for nine DAVR across three years) of students prior to the corresponding dissection sessions, representing at most 58% ± 20 of assigned dissectors. Approximately 50% of students accessed all available DAVR by the end of semester, while 10% accessed none. Ninety percent of survey respondents (response rate 58%) generally agreed that DAVR improved their preparation for and learning from dissection when used. Of several learning resources, only DAVR usage had a significant positive correlation (P = 0.002) with feeling prepared for dissection. Results on cadaveric anatomy practical examination questions in year 2 (Y2) and year 3 (Y3) cohorts were 3.9% (P < 0.001, effect size d = -0.32) and 0.3% lower, respectively, with DAVR available compared to previous years. However, there were positive correlations between students' cadaveric anatomy question scores with the number and total time of DAVR viewed (Y2, r = 0.171, 0.090, P = 0.002, n.s., respectively; and Y3, r = 0.257, 0.253, both P < 0.001). Students accessing all DAVR scored 7.2% and 11.8% higher than those accessing none (Y2, P = 0.015, d = 0.48; and Y3, P = 0.005, d = 0.77, respectively). Further development and promotion of DAVR are needed to improve engagement and learning outcomes of more students. Anat Sci Educ 9: 545-554. © 2016 American Association of Anatomists.
Division of Medicine, School of Medicine, Faculty of Health, University of Tasmania, Hobart, Australia. derek.choilundberg@utas.edu.au.
Derek L
DL
Choi-Lundberg
Division of Medicine, School of Medicine, Faculty of Health, University of Tasmania, Hobart, Australia.
William A
WA
Cuellar
Division of Medicine, School of Medicine, Faculty of Health, University of Tasmania, Hobart, Australia.
Anne-Marie M
AM
Williams
D000715:Anatomy / Q000193:education*; D001292:Attitude to Computers; D001296:Audiovisual Aids / Q000706:statistics & numerical data*; D002102:Cadaver; D032882:Comprehension; D003194:Computer-Assisted Instruction / Q000706:statistics & numerical data*; D003479:Curriculum; D004210:Dissection / Q000193:education*; D004504:Education, Medical, Undergraduate / Q000379:methods*; D004521:Educational Measurement; D004522:Educational Status; D006801:Humans; D020407:Internet / Q000706:statistics & numerical data*; D007858:Learning; D015397:Program Evaluation; D013337:Students, Medical / Q000523:psychology*; D011795:Surveys and Questionnaires
action research; anatomical sciences/medical education; cognitive load; computers in anatomical education; dissection anatomy; e-learning; human gross anatomy; instructional design; learning analytics; medical student; multimedia; undergraduate medical education