71 - Perceptive Differences Among Undergraduate Human Anatomy Learning Approaches

Poster Board Number: 71
There are separate poster presentation times for odd and even posters.
Odd poster #s – first hour
Even poster #s – second hour

Abstract Body : Efficacious delivery of human anatomy education (HAE) is fundamental to prepare professionals for health-related disciplines. However, the COVID-19 pandemic complicated traditional approaches to HAE, resulting in varied teaching modalities and environments, with each harboring differences regarding reception and delivery.
Initially, undergraduate (UG) HAE at Brock University relied on traditional, in-person (IP), learning approaches, including lectures, lab sessions, and written exams. However, the pandemic forced institutions to migrate to online-learning (OL) formats which used asynchronous lecture videos, labs hosted on videoconference software, and online-computer-based exams. Following reduced COVID-19 mitigation policies, UG HAE at Brock University transitioned temporarily to hybrid-learning characterized by IP and asynchronous lectures, optional IP labs, and exclusively IP exams.
Here, we evaluated UG student perceptions and preferences of those OL and IP formats to understand how varied instructional approaches may influence UG skillset development, attitudes, and career aspirations. Participants were recruited from previous and current cohorts of students that completed Human Systems and Musculoskeletal Anatomy from 2017-2022 and were invited to complete an OL, cross-sectional survey via Qualtrics between October 2021 and February 2022. 194 students completed surveys with hybrid students repeating the survey to capture both IP and OL elements of their experiences. We hypothesized that given the inherent differences of each modality, significant differences would exist among IP and OL participants across all assessed categories related to skillset development, attitudes, and career aspirations.
Data analysis revealed that, of the elements we assessed, students held a clear preference for IP pedagogical experiences. First, IP student responses revealed that elements of skillset development, such as technical expertise, problem-solving, and teamwork, had the largest effect sizes when compared to OL student responses. Next, students' perceived attitudes from IP environments were centered around a greater sense of community, gratitude and respect for donors, and introspectiveness on health and disease in comparison to online environments. Finally, most IP respondents believed that IP learning benefited their career aspirations compared to OL, with medicine and allied health harboring the greatest differences. Likewise, data derived from hybrid participants mirrored the findings from IP and OL students; ultimately suggesting that these findings are robust.
In our context, IP education provides students with more positive instructional experiences, but this could reflect adaptation challenges among students and instructors with respect to online and hybrid learning because of the pandemic. Nevertheless, these findings can assist with the development of future HAE curricula by informing educators about student preferences and attitudes toward instructional modalities. Thus, educators can apply these outcomes to highlight respective elements of their curriculum, and prepare students for success in their future careers, regardless of the path they follow.
Supported by Brock Chancellor’s Chair for Teaching Excellence to YM, MD, RM, & SB; Brock Match of Minds to NW & MD.