Does an Additional Online Anatomy Course Improve Performance of Medical Students on Gross Anatomy Examinations?
Anatomy
OSPE/OSCE
Online learning
Radiological anatomy
Journal
Medical science educator
ISSN: 2156-8650
Titre abrégé: Med Sci Educ
Pays: United States
ID NLM: 101625548
Informations de publication
Date de publication:
Sep 2019
Sep 2019
Historique:
entrez:
30
8
2021
pubmed:
30
5
2019
medline:
30
5
2019
Statut:
epublish
Résumé
An online learning course in anatomy was added to the regular academic anatomy course in the 2nd year of medicine at UNAN-Leon in Nicaragua, using the MOODLE platform. This study aims to determine the learning effect of this course. Second-year medical students were randomly allocated to an experimental ( Of students in the experimental group 94.1% and 81.6% of students in the control group took the OSPE. The experimental group significantly outperformed the control group (41.1 ± 19.3 points vs. 32.1 ± 23.1 points) on the OSPE. No differences between the two groups were found on the regular anatomy examination. Focus group interviews revealed students' opinions about the online course were generally positive. In general, the addition of an online course to the regular course was beneficial. The results of the qualitative evaluation of this intervention provides us with input about how to teach and evaluate the anatomy course and how to further improve the online course to enhance anatomy learning.
Identifiants
pubmed: 34457534
doi: 10.1007/s40670-019-00751-z
pii: 751
pmc: PMC8368335
doi:
Types de publication
Journal Article
Langues
eng
Pagination
697-707Commentaires et corrections
Type : ErratumIn
Informations de copyright
© International Association of Medical Science Educators 2019.
Déclaration de conflit d'intérêts
Conflict of InterestThe authors declare that they have no conflict of interest.
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