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Initial Experiences with Web‐Based Independent Self‐Study as a Major Component in a Medical Developmental Anatomy Course
Author(s) -
Conway Marianne Leovey,
Sinning Allan R
Publication year - 2013
Publication title -
the faseb journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.709
H-Index - 277
eISSN - 1530-6860
pISSN - 0892-6638
DOI - 10.1096/fasebj.27.1_supplement.lb22
Subject(s) - component (thermodynamics) , formative assessment , course (navigation) , modalities , blended learning , web application , medical education , psychology , mathematics education , computer science , multimedia , educational technology , world wide web , medicine , engineering , physics , thermodynamics , aerospace engineering , social science , sociology
Based on evidence in the literature that pedagogical methods utilizing active learning modalities produce more favorable learning outcomes than traditional, teacher‐centered approaches, the traditional lecture‐based developmental anatomy course has been replaced by a first‐of‐its‐kind course at the University of Mississippi Medical Center that introduces independent self‐study as a major component. The new hybrid course is student‐centered, utilizing fifteen web‐based, self‐directed study modules complemented by formative on‐line quizzes, clinical correlation lectures and interactive review sessions that focus on application of basic science concepts to solve clinical problems. The content is closely integrated with the gross anatomy course. Final grades before and after the implementation of the self‐study component were compared and analyzed using a single factor ANOVA design. Results show that student performance has not been adversely affected by replacing much of the traditional lecture hours of the course by the web‐based active learning component. Student perception of the new course format, however, has been disappointing; course evaluations conducted by the Evers Society, a unique, student‐run honor society, indicate that although the web‐based component has been accepted as part of the new course, the desire for a larger, face‐to‐face lecture component remains prominent.