Premium
Online dissection audio‐visual resources for human anatomy: Undergraduate medical students’ usage and learning outcomes
Author(s) -
ChoiLundberg Derek L.,
Cuellar William A.,
Williams AnneMarie M.
Publication year - 2016
Publication title -
anatomical sciences education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.126
H-Index - 51
eISSN - 1935-9780
pISSN - 1935-9772
DOI - 10.1002/ase.1607
Subject(s) - dissection (medical) , feeling , promotion (chess) , audio visual , medicine , psychology , medical education , surgery , multimedia , computer science , social psychology , politics , political science , law
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.