Online instructional anatomy videos: Student usage, self‐efficacy, and performance in upper limb regional anatomy assessment

Abstract

Allied health professionals concur that a sound knowledge of practical gross anatomy is vital for the clinician, however, human anatomy courses in allied health programs have been identified as high-risk for attrition and failure. While anatomists and clinicians agree that learning anatomy via human cadaveric instruction is the preferred method, students vary in their reaction to the cadaveric learning experience and have differing levels of anatomy self-efficacy. This study investigated whether student self-efficacy had an effect on student usage of supplemental instructional videos and whether the use of videos had an impact on student self-efficacy and/or learning. Anatomy self-efficacy differed based on gender and prior performance. Student usage of the videos varied widely and students with lower self-efficacy were more inclined to use the resources. The provision of the videos did not improve overall cohort performance as compared to a historical cohort, however, those students that accessed all video sets experienced a greater normalized learning gain compared to students that used none or one of the four sets of videos. Student reports and usage patterns indicate that the videos were primarily used for practical class preparation and revision. Potentially, the videos represent a passive mode of teaching whereas active learning has been demonstrated to result in greater learning gains. Adapting the videos into interactive tutorials which will provide opportunity for feedback and the development of students' self-evaluation may be more appropriate. Anat Sci Educ 11: 461-470. © 2017 American Association of Anatomists.

The Impact of the Covid‐19 Pandemic on Current Anatomy Education and Future Careers: A Student’s Perspective

“…Mixed methods of teaching and learning anatomy in the current crisis are clearly needed. The addition of instructional dissection videos goes part of the way toward normality, where students can essentially watch a prerecorded dissection taking place (Langfield et al, 2018). Indeed, even direction toward appropriate YouTube videos can help students to understand anatomical concepts (Jaffar, 2012).…”

Acquiring Clinical Knowledge from an Online Video Platform: A Randomized Controlled Experiment on the Relevance of Integrating Anatomical Information and Clinical Practice

“…In general, video learning is liked by students and enhances their learning satisfaction and attitude toward the learning material (Autry et al, ; Chen and Wu, ; Choi‐Lundberg et al, ; Alameddine et al, ). The provision of anatomical videos alone does not improve students’ learning outcomes, as it represents a passive learning mode, suggesting that students using video learning formats need to be involved in active learning processes (Langfield et al, ). So far, however, there has been little research about how videos should be designed to link anatomical knowledge to clinical practice (Swinnerton et al, ; Yeung et al, ).…”

Mechanics Knowledge Enhanced with Videos Illustrating Concepts Experienced with Hands-on Activities

“…Depending on the primary goal one has in creating course-based videos, varying methods have been used to assess their success and pinpoint areas for improvement. As demonstrated by [4], a useful metric for evaluation can be the amount of views associated with each video. In addition, some researchers [4] - [8] have implemented surveys as a principal means of assessing success from the student perspective.…”

“…As demonstrated by [4], a useful metric for evaluation can be the amount of views associated with each video. In addition, some researchers [4] - [8] have implemented surveys as a principal means of assessing success from the student perspective. As done by [4], [6], [7], these surveys may incorporate a series of statements about the videos for which students are instructed to indicate their agreement based on a Likert scale.…”

“…In addition, some researchers [4] - [8] have implemented surveys as a principal means of assessing success from the student perspective. As done by [4], [6], [7], these surveys may incorporate a series of statements about the videos for which students are instructed to indicate their agreement based on a Likert scale. Similar to the link between the classroom activities and the developed mechanics videos, the connection between hands-on lab work and the use of related videos has been explored in the research of [5] - [7] by various methods.…”