A Multicentre Analysis of Approaches to Learning and Student Experiences of Learning Anatomy Online
Stone, Danya M., Longhurst, Georga J., Dulohery, Kate, Campbell, Thomas, Richards, Annalise, O'Brien, Dominic, Franchi, Thomas, Hall, Samuel and Border, Scott (2022) A Multicentre Analysis of Approaches to Learning and Student Experiences of Learning Anatomy Online. Medical Science Educator, 32. pp. 1117-1130. ISSN 2156-8650
Item Type: | Article |
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Abstract
Introduction
The approaches to learning students adopt when learning anatomy online could yield important lessons for educators. Dissection room teaching can encourage students to adopt a deep approach to learning anatomy. It was therefore hypothesized that the proportion of students adopting a deep approach to learning would be lower in a population learning anatomy online. This research aims to investigate the experiences of students learning anatomy online during the COVID-19 pandemic and the approaches to learning they adopted.
Methods
A survey was distributed to medical students at 7 universities across the UK and Ireland. The survey included two previously validated questionnaires: Approaches and Study Skills Inventory for Students and Anatomy Learning Experience Questionnaire.
Results
The analysis included 224 unique student responses. Students’ approach to learning mirrored reports from previous studies conducted during face-to-face tuition with 44.3% adopting deep, 40.7% strategic, 11.4% surface, and 3.6% combined learning approaches. The university (p = 0.019) and changes to formative (p = 0.016) and summative (p = 0.009) assessments significantly impacted approach to learning. Students reported that online resources were effective but highlighted the need for clearer guidance on how to find and use them successfully.
Conclusion
It is important to highlight that students value in-person opportunities to learn from human cadaveric material and hence dissection room sessions should remain at the forefront of anatomical education. It is recommended that future online and/or blended provisions of anatomy teaching include varied resources that maximize engagement with media featuring cadaveric specimens.
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Depositing User: Kate Dulohery |
Identifiers
Item ID: 18244 |
Identification Number: https://doi.org/10.1007/s40670-022-01633-7 |
ISSN: 2156-8650 |
URI: http://sure.sunderland.ac.uk/id/eprint/18244 | Official URL: https://link.springer.com/article/10.1007/s40670-0... |
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Catalogue record
Date Deposited: 26 Sep 2024 13:17 |
Last Modified: 26 Sep 2024 13:30 |
Author: | Kate Dulohery |
Author: | Danya M. Stone |
Author: | Georga J. Longhurst |
Author: | Thomas Campbell |
Author: | Annalise Richards |
Author: | Dominic O'Brien |
Author: | Thomas Franchi |
Author: | Samuel Hall |
Author: | Scott Border |
University Divisions
Faculty of Health Sciences and Wellbeing > School of MedicineSubjects
Sciences > Health SciencesEducation > Higher Education
Education
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