TY - JOUR
T1 - Anatomical eModule Curriculum
T2 - Perceptions of Undergraduate Medical Students Amidst Limited Experiential Laboratory Learning
AU - Kratochvil, Taylor J.
AU - Samson, Kaeli K.
AU - Nelson, Kari L.
AU - McCumber, Travis L.
N1 - Publisher Copyright:
© The Author(s) under exclusive licence to International Association of Medical Science Educators 2024.
PY - 2024/10
Y1 - 2024/10
N2 - Introduction: Over the past several years, undergraduate medical students were subject to variable learning environments amidst pandemic-related restrictions, challenging long-established experiential learning approaches. Concurrently, health science institutions have been revisiting the value (or lack thereof) of human body dissection. This study examined student experience using a supplemental gross anatomy eModule before, during, and after limitation of in-person experiential gross anatomy curriculum and which eModule attributes students find valuable. Materials and Methods: First-year medical students received a supplemental Distal Upper Limb anatomy eModule from 2019 to 2021 (n = 394). eModule users received a Post-eModule/Pre-Exam survey from 2019 to 2021, and a Post-eModule/Post-Exam survey in 2021. Both surveys included Likert-type and free-response questions. Results: In Post-eModule/Pre-Exam surveys (2019, 2020, 2021, n = 95), students in the 2021 cohort responded most positively to the eModule’s convenience, but most negatively when comparing the eModule to in-person dissection. In Post-eModule/Post-Exam surveys (2021, n = 18), > 75% of students indicated the eModule adequately prepared them to answer eModule-related exam questions. In free-response submissions, users highlighted the use of photos of anatomic dissections as the most beneficial feature. Deficiencies included the absence of figure legends and limited angles/views of specimens. Conclusions: This study may serve to guide the features included in future digital gross anatomy resources and aid in illustrating student perception of limited in-person experiential learning opportunities.
AB - Introduction: Over the past several years, undergraduate medical students were subject to variable learning environments amidst pandemic-related restrictions, challenging long-established experiential learning approaches. Concurrently, health science institutions have been revisiting the value (or lack thereof) of human body dissection. This study examined student experience using a supplemental gross anatomy eModule before, during, and after limitation of in-person experiential gross anatomy curriculum and which eModule attributes students find valuable. Materials and Methods: First-year medical students received a supplemental Distal Upper Limb anatomy eModule from 2019 to 2021 (n = 394). eModule users received a Post-eModule/Pre-Exam survey from 2019 to 2021, and a Post-eModule/Post-Exam survey in 2021. Both surveys included Likert-type and free-response questions. Results: In Post-eModule/Pre-Exam surveys (2019, 2020, 2021, n = 95), students in the 2021 cohort responded most positively to the eModule’s convenience, but most negatively when comparing the eModule to in-person dissection. In Post-eModule/Post-Exam surveys (2021, n = 18), > 75% of students indicated the eModule adequately prepared them to answer eModule-related exam questions. In free-response submissions, users highlighted the use of photos of anatomic dissections as the most beneficial feature. Deficiencies included the absence of figure legends and limited angles/views of specimens. Conclusions: This study may serve to guide the features included in future digital gross anatomy resources and aid in illustrating student perception of limited in-person experiential learning opportunities.
KW - COVID-19
KW - Computer-based learning
KW - Curricular reform
KW - Experiential Learning Theory
KW - Pandemic curriculum
KW - UME
KW - eLearning
UR - http://www.scopus.com/inward/record.url?scp=85194249568&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85194249568&partnerID=8YFLogxK
U2 - 10.1007/s40670-024-02076-y
DO - 10.1007/s40670-024-02076-y
M3 - Article
C2 - 39450021
AN - SCOPUS:85194249568
SN - 2156-8650
VL - 34
SP - 1001
EP - 1009
JO - Medical Science Educator
JF - Medical Science Educator
IS - 5
ER -