Student perspectives regarding the move towards student‐centered learning in the anatomy laboratory

In the compressed (<50 hrs) anatomy component of the University of Ottawa's MD Program, most time is devoted to laboratories that emphasize active learning in small groups with tutors that facilitate student‐driven education. A recent (2014) program evaluation study determined that students perceived the following: (i) the active learning environment was highly variable between groups, and was at times limited by teacher‐centered approaches; and (ii) a lack of direction and feedback was perceived by some to be a consequence of the emphasis on student‐centered learning. In light of these perceptions, the following changes were made in 2015–16: (i) there was increased training for tutors and a reduction in tutor‐to‐student ratio, to promote effective guided inquiry during lab sessions; (ii) itemized checklists were provided to add direction and structure to self‐directed learning; and (iii) online formative quizzes were provided so that students could gain insight and feedback regarding their progress. First and second year (M1 and M2) student feedback regarding the program and the tutors from the 2015–16 academic year was quantitatively and qualitatively analyzed to determine whether these changes effectively responded to student concerns, and assessment data was characterized to determine any impact on learning. Both M1 and M2 students indicated strong value for the formative quizzes, with 96% of students utilizing these resources. All students also noted satisfaction with the itemized checklists, and perceived that these resources facilitated self‐directed study in class time and provided guidance during exam preparation. In particular, M2 students (who experienced their first year labs without these tools) felt less reliant on tutor support and more certain regarding achievement of the learning objectives. While M1 students expressed strong satisfaction with the active learning environment, M2 students expressed some concern with the increased emphasis on student‐centered learning, and perceived their learning was impaired with the reduction in tutors. However, analysis of assessment data indicated that, in all regards (in‐lab quizzes and examinations), performance of M1 and M2 in 2015–16 was not adversely affected, relative to data from previous years (2012–2015). In conclusion, students generally highly rated the shift further along the student‐centered learning spectrum. Despite some concerns of students accustomed to more Faculty support, increased emphasis on student‐centered learning did not impair academic performance. Support or Funding Information University of Ottawa, Faculty of Medicine Summer Studentship Program (Innovation in Medical Education)