Achievement of learning outcomes in non‐traditional (online) versus traditional (face‐to‐face) anatomy teaching in medical schools: A mixed method systematic review

Abstract

In recent years, the logistical challenges posed by the Covid‐19 pandemic have prompted medical educators teaching gross anatomy to explore an expanded use of online instructional modalities. There is concern that this shift to online anatomy education in medical schools could affect long‐term learning outcomes for future healthcare providers. In this systematic review, the educational effectiveness of online anatomy teaching is compared with traditional (“face‐to‐face”) teaching methods, specifically in terms of students' academic performance and satisfaction. A search of four databases identified and screened 162 studies. Subsequently, 31 studies were analyzed, including both (a) teaching outcome measures (test scores) and (b) student satisfaction ratings. Authors chose studies, extracted data, assessed quality and examined risk of bias. Nineteen studies compared students' academic performances between online and face‐to‐face teaching methods. Twenty‐six studies measured students' levels of satisfaction in both teaching methods. Both qualitative and quantitative analyses of the data revealed comparable academic performances with no statistical difference between the two teaching methods, but a higher level of satisfaction with face‐to‐face teaching. The findings confirm that students can learn from online teaching but are more satisfied with face‐to‐face teaching. The authors conclude that online teaching cannot replace traditional teaching and there is no preference for one type of modality over the other. Therefore, a multi‐modal learning approach combining online with face‐to‐face educational modalities for medical students could be efficient and successful.

Distance versus face‐to‐face education of gross anatomy for dental hygiene students: Perceptions and academic achievements of learners

“…Among the teaching methods for gross anatomy, the subjects in the present study who participated in distance classes preferred blended learning. Several previous groups have proposed a blended learning method for gross anatomy (Abualadas & Xu, 2023; Chang et al, 2022; Mahdy & Sayed, 2022; Naidoo et al, 2021; Papa et al, 2022; Singal et al, 2021; Ullah et al, 2021). Blended learning takes advantage of both online and offline education.…”

Evaluation of an Instructional Video and Simulation Model for Teaching Slit Lamp Examination to Medical Students

“…23 Students in both the model eye and preceptor group enjoyed their experience and found the workshop to be useful. Studies that compare medical student satisfaction between video-based learning and face-to-face instruction vary overall, with some favoring e-learning, 13,42,44 some traditional teaching, 7 and others showing no difference. 12,45 Students who prefer video-based learning perceive better content organization, breadth of teaching, accessibility, and quality of instruction, whereas students who prefer face-toface learning appreciate the group interactions and capacity for rapport building.…”

“… 6 Studies that compare e-learning to traditional face-to-face learning in medicine have found the teaching methods to be comparable in efficacy. 7 8 9 10 11 12 Within ophthalmology, the limited number of studies that compare these teaching methods generally favor e-learning. In the preclinical period, e-learning was found to enhance both student satisfaction and examination technique compared to traditional lectures.…”

Estrategias educativas en la Cátedra de Anatomía Humana en Escuelas de Medicina: Un Análisis de Enfoques Innovadores y Efectivos

“…La anatomía es una disciplina fundamental para la formación de futuros médicos, ya que proporciona una comprensión detallada de la estructura lo que permite la comprensión de la función del cuerpo humano. (Abualadas & LuXu, 2023). Sin embargo, su enseñanza puede resultar compleja debido a la abundancia de información y a la necesidad de integrar conocimientos teóricos con la práctica clínica (Arráez, 2023).…”