Gross anatomy videos: Student satisfaction, usage, and effect on student performance in a condensed curriculum

Authors

  • Daniel B. Topping

    Corresponding author
    1. Washington, Wyoming, Alaska, Montana and Idaho (WWAMI) Medical Education Program, Washington State University, Spokane, Washington
    2. Department of Medical Education, University of Central Florida College of Medicine, Orlando, Florida
    • Correspondence to: Dr. Daniel B. Topping, Department of Medical Education, College of Medicine, University of Central Florida, 6850 Lake Nona Blvd, Orlando, FL 32827, USA. E-mail: daniel.topping@ucf.edu

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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 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. Anat Sci Educ 7: 273–279. © 2013 American Association of Anatomists.

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