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Objective: The purpose of the study was to compare student performance and student satisfaction ratings for an introductory extremities radiology course taught using 2 different educational methods. Methods: One group of students was taught using a traditional face-to-face instruction method, and the other group received an integrative blended-learning approach. A multivariate analysis of scores on lecture and laboratory examinations was performed to detect differences in student performance between the 2 methods. An independent t test was performed to compare the final course averages between the 2 methods. χ2 Analysis was used to compare the distribution of letter grades and levels of satisfaction between the 2 groups. Results: Test scores were higher for the integrative approach than for the traditional face-to-face method (p < .05). However, the differences were not meaningful, as the greatest improvement in correct responses was only for 2 questions. Students appeared to be more satisfied with the integrative approach when compared to the traditional method (p < .05). Conclusion: Student satisfaction with the educational delivery methods in an introductory extremities radiology course using an integrative approach was greater than for the traditional face-to-face instruction method. Student performance was similar between the 2 cohorts.

Purpose: The purpose of this study is to provide the first comprehensive description of gross anatomy course design in chiropractic colleges internationally and to provide baseline data for future investigation, future comparison with other health care professions, and identification of trends. Methods: A 72-question cross-sectional electronic survey was sent to the anatomy department chair at 36 chiropractic colleges internationally using Zoomerang, a web-based survey instrument. To augment the survey response data, public sources of data also were collected. Results: Forty-four percent of the electronic surveys were returned and information was gathered for 31 institutions from public sources. These results indicate (1) the most common degrees held by anatomy faculty were MS and PhD in anatomy, and DC degrees; (2) 75% of institutions utilized human cadavers and 75% presented laboratory anatomical demonstrations; (3) 62% used PowerPoint and 100% provided students with copies of lecture presentations; (4) 88% required attendance in laboratory and 50% in lecture; (5) 69% issued one grade for lecture and laboratory; (6) 100% of laboratory examinations were anatomical identification; and (7) 80% of written examinations were multiple-choice format. Conclusions: While individual variations existed, chiropractic institutions internationally have similar gross anatomy faculty, course design, delivery methods, and assessment methods.

Objective: The purpose of this study was to evaluate the perceived effectiveness and learning potential of 3 Web-based educational methods in a postgraduate radiology setting. Methods: Three chiropractic radiology faculty from diverse geographic locations led mini-courses using asynchronous discussion boards, synchronous Web conferencing, and asynchronous voice-over case presentations formatted for Web viewing. At the conclusion of each course, participants filled out a 14-question survey (using a 5-point Likert scale) designed to evaluate the effectiveness of each method in achieving specified course objectives and goals and their satisfaction when considering the learning potential of each method. The mean, standard deviation, and percentage agreements were tabulated. Results: Twenty, 15, and 10 participants completed the discussion board, Web conferencing, and case presentation surveys, respectively. All educational methods demonstrated a high level of agreement regarding the course objective (total mean rating .4.1). The case presentations had the highest overall rating for achieving the course goals; however, all but one method still had total mean ratings .4.0 and overall agreement levels of 70%-100%. The strongest potential for interactive learning was found with Web conferencing and discussion boards, while case presentations rated very low in this regard. Conclusions: The perceived effectiveness in achieving the course objective and goals was high for each method. Residency-based distance education may be a beneficial adjunct to current methods of training, allowing for international collaboration. When considering all aspects tested, there does not appear to be a clear advantage to any one method. Utilizing various methods may be most appropriate.

IntroductionThis project details gross anatomy instruction at New York Chiropractic College (NYCC) and Chiropractic Colleges internationally.MethodsA 72 question web survey was sent to the anatomy department chairperson at thirty‐six schools internationally using Zoomerang. NYCC data was drawn from course syllabi.ResultsSixteen schools responded: (1) Ph.D. degrees in Anatomy and Anthropology outnumbered M.D. and D.C. degrees (2) 75% utilize human cadavers, 69% require student dissection and 91% use prosection; (3) 88% required attendance in lab and 50% in lecture; (4) 44% utilized cumulative lecture and lab examinations; (5) 94% provided tutoring. NYCC teaches gross anatomy in a 1 year sequence divided into three 14 week courses totaling 126 lecture hours and 168 hours laboratory dissection hours. Full cadaveric dissection is used in lab. Prosection demonstrations are performed prior to most student dissections. Embryology is integrated into the gross anatomy sequence.ConclusionChiropractic institutions internationally have similar gross anatomy faculty, curricular design, delivery and assessment methods. NYCC has not been mandated to cut gross anatomy instruction hours. We maintain a gross anatomy sequence centered on cadaveric dissection and offer a Masterˈs of Science Degree in Clinical Anatomy, centered on human cadaveric dissection.