Gross Anatomy Videos: Student Satisfaction, Usage, and Effect on Student Performance in a Condensed Curriculum

    Authors

    D. B. Topping

    Comments

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    Abbreviated Journal Title

    Anat. Sci. Educ.

    Keywords

    gross anatomy education; medical education; cadaver dissection; prosections; course video; computer assisted learning; TECHNOLOGY-ENHANCED SIMULATION; HEALTH-PROFESSIONS EDUCATION; COMPUTER-AIDED-INSTRUCTION; MEDICAL-STUDENTS; TEACHING ANATOMY; CD-ROM; DISSECTION; METAANALYSIS; INNOVATIONS; DIFFUSION; Education, Scientific Disciplines

    Abstract

    Anatomy educators are being tasked with delivering the same quantity and quality of material in the face of fewer classroom and laboratory hours. As a result they have turned to computer-aided instruction (CAI) to supplement and augment curriculum delivery. Research on the satisfaction and use of anatomy videos, a form of CAI, on examination performance continues to grow. The purpose of this study was to describe the usage and effect on examination scores of a series of locally produced anatomy videos after an 11% curriculum reduction. First-year medical students (n = 40) were given access to the videos and the prior year's students (n = 40) were used as historical controls. There was no significant difference in demographics between the two groups. The survey response rate was 85% (n = 34) in the experimental group. The students found the videos to be highly satisfying (median 5 5 on a five-point Likert scale, interquartile range = 1) and used them on average 1.55 times/week (SD +/- 0.77). Availability of the videos did have a statistically significant effect (4% improvement) on the final laboratory examination (p = 0.039). This suggests that the videos were a well-received form of CAI that may be useful in bridging the gap created by a reduction in gross anatomy course contact hours. (C) 2013 American Association of Anatomists.

    Journal Title

    Anatomical Sciences Education

    Volume

    7

    Issue/Number

    4

    Publication Date

    1-1-2014

    Document Type

    Article

    Language

    English

    First Page

    273

    Last Page

    279

    WOS Identifier

    WOS:000338732200004

    ISSN

    1935-9772

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