Effects of image‐based and text‐based active learning exercises on student examination performance in a musculoskeletal anatomy course

Abstract

Research on the benefits of visual learning has relied primarily on lecture-based pedagogy, but the potential benefits of combining active learning strategies with visual and verbal materials on learning anatomy has not yet been explored. In this study, the differential effects of text-based and image-based active learning exercises on examination performance were investigated in a functional anatomy course. Each class session was punctuated with an average of 12 text-based and image-based active learning exercises. Participation data from 231 students were compared with their examination performance on 262 questions associated with the in-class exercises. Students also rated the helpfulness and difficulty of the in-class exercises on a survey. Participation in the active learning exercises was positively correlated with examination performance (r = 0.63, P < 0.001). When controlling for other key demographics (gender, underrepresented minority status) and prior grade point average, participation in the image-based exercises was significantly correlated with performance on examination questions associated with image-based exercises (P < 0.001) and text-based exercises (P < 0.01), while participation in text-based exercises was not. Additionally, students reported that the active learning exercises were helpful for seeing images of key ideas (94%) and clarifying key course concepts (80%), and that the image-based exercises were significantly less demanding, less hard and required less effort than text-based exercises (P < 0.05). The findings confirm the positive effect of using images and active learning strategies on student learning, and suggest that integrating them may be especially beneficial for learning anatomy. Anat Sci Educ 10: 444-455. © 2017 American Association of Anatomists.

Influence of study approaches and course design on academic success in the undergraduate anatomy laboratory

“…A combination of traditional, didactic lectures with self‐directed learning approaches is associated with deeper study approaches and better acquisition of anatomical knowledge (Findlater et al, ; Johnson et al, ). Drawing avoidance among FG students may be correlated with image‐based active learning exercises, which would augment construction of mental models of anatomical structures (Gross et al, ),. The practice of working through critical thinking exercises improved the capacity to identify anatomical structures through reasoning, which would encourage deeper approaches to learning.…”

Aplicação De Metodologias Ativas De Ensino No Estudo Da Anatomia Humana Frente Ao Modelo Tradicional

“…Tem sido observado que a aprendizagem em anatomia é aumentada quando se faz uma associação de metodologias, mesclando métodos verbais e visuais. Isso permite ao estudante processar melhor as informações e memorizá-las a longo prazo (Gross et al, 2017).…”

Using the Jigsaw Method to Teach Abdominal Anatomy

“…Studies of CL approaches have provided evidence of better learning outcomes compared to traditional methods of direct instruction with extensive research being done at both school level and college (or undergraduate) level, particularly in the chemistry and science, technology, engineering and math (STEM) disciplines (Springer et al, 1999;Gillies, 2003;Warfa, 2016). As well as CL, other examples of activelearning strategies that place a greater emphasis on studentcentered learning rather than instructor-centered activities; include team-based learning (TBL) and problem-based learning (PBL) (Sugand et al, 2010;Bloodgood, 2012;Wright, 2012;Davidson and Major, 2014;Michaelsen et al, 2014;Wolff et al, 2015;Gross et al, 2017). To date, most activelearning approaches adopted to teach anatomy in both undergraduate and graduate medical disciplines have primarily been based on TBL which aims to: (1) oblige students to study more consistently, (2) provide regular feedback on their preparedness, (3) give them the opportunity to develop higher reasoning skills, (4) reinforce self-directed learning, and (5) foster an appreciation with peer respect (Nieder et al, 2005;Vasan et al, 2008Vasan et al, , 2009Thomas et al, 2011;Inuwa, 2012, Mart ınez andTuesca, 2014;Gross et al, 2017).…”

“…As well as CL, other examples of activelearning strategies that place a greater emphasis on studentcentered learning rather than instructor-centered activities; include team-based learning (TBL) and problem-based learning (PBL) (Sugand et al, 2010;Bloodgood, 2012;Wright, 2012;Davidson and Major, 2014;Michaelsen et al, 2014;Wolff et al, 2015;Gross et al, 2017). To date, most activelearning approaches adopted to teach anatomy in both undergraduate and graduate medical disciplines have primarily been based on TBL which aims to: (1) oblige students to study more consistently, (2) provide regular feedback on their preparedness, (3) give them the opportunity to develop higher reasoning skills, (4) reinforce self-directed learning, and (5) foster an appreciation with peer respect (Nieder et al, 2005;Vasan et al, 2008Vasan et al, , 2009Thomas et al, 2011;Inuwa, 2012, Mart ınez andTuesca, 2014;Gross et al, 2017). However, TBL is a form of "flipped classroom" in which successful learning requires completion of prework which students may not be motivated to engage in (Kenwright et al, 2016).…”