Intensive mode delivery of a neuroanatomy unit: Lower final grades but higher student satisfaction

Abstract

In 2011, Macquarie University moved to a three-session academic year which included two 13-week sessions (traditional mode) and one seven-week session (intensive mode). This study was designed to compare the intensive and traditional modes of delivery in a unit of undergraduate neuroanatomy. The new intensive mode neuroanatomy unit provided the same quantity and quality of material to the same standard, delivered by the same teachers and over the same total hours, but in a shorter timeframe. All students enrolled in session 2 (traditional mode) and session 3 (intensive mode) were invited to participate in this study. The main outcome measures were the final course grades and level of satisfaction with the course. Although there was no significant difference between the two cohorts in self-rated level of knowledge (P 5 0.148), the traditional mode cohort achieved significantly higher final grades compared to the intensive mode cohort (P 5 0.001). Similarly, the distribution of final grades was also different between the two cohorts. The two cohorts were equally satisfied with the unit overall, and with the lectures and tutorials. However, the intensive mode cohort was more satisfied with the laboratory practical classes compared to the traditional mode cohort (P < 0.001). Thus this study demonstrates that in the case of neuroanatomy, which is high in content, when the course is taught to the same standards as exist in the traditional mode of delivery, the students do not do as well even though they enjoy the course equally. Anat Sci Educ 6: 286-293.

No differences in grades or level of satisfaction in a flipped classroom for neuroanatomy

“…There is another way to look at this: the students perform to the same level in the intensive mode of delivery regardless of the method used. As we know from our previous research, students do not do as well in intensive mode courses compared with the longer traditional sessions, 2 and therefore, what the results may indicate is the problem is around the short time period of this session, which is difficult in the case of a content heavy subject like neuroanatomy. The use of the flipped classroom requires further research to fully evaluate its value.…”

“…1 This is especially the case in the intensive mode teaching of a course, which compresses a traditional teaching program into a shorter session. 2 Previously, we conducted a comparison between traditional and intensive modes of delivery of a unit of neuroanatomy, and we found that the final grades were lower in the latter group. 2 This led to the rationale for this present study: to test the ''flipped classroom'' as a possible effective teaching method in the intensive or compressed delivery class.…”

Comparing student outcomes in traditional vs intensive, online graduate programs in health professional education

“…Wlodkowski et al [ 25 ] report that students’ overall attitudes toward ICs were positive in comparison to semester long courses. Whillier et al [ 26 ] note equivalent findings regarding student satisfaction; whereas, Mishra et al [ 23 ] find students mostly dissatisfied with ICs. It is important to note an absence of comparative research on ICs delivered online versus semester long courses delivered online.…”

Design for success: Identifying a process for transitioning to an intensive online course delivery model in health professions education

“…Hall et al [17] report that most studies indicate greater student success in ICs as compared to traditional courses; the remaining studies demonstrate equivalent success. Conversely, Whillier and Lystad conclude that students taught in a traditional mode cohort achieved “significantly higher final grades compared to the intensive mode cohort” [31, p.286]. Regarding test scores, some evidence suggests comparable results [15] or slightly higher results for ICs than traditional courses [32,33].…”

“…Results related to student satisfaction or attitudes toward ICs are also mixed. Wlodkowski et al [35] report that students’ overall attitudes toward ICs were positive in comparison to traditional courses; Whillier et al [31] note equivalent findings regarding student satisfaction; whereas, Mishra et al [23] find most students unhappy with ICs, noting mostly negative perceptions.…”