A Retrospective Look at Replacing Face-to-Face Embryology Instruction with Online Lectures in a Human Anatomy Course

Autor/inn/en	Beale, Elmus G.; Tarwater, Patrick M.; Lee, Vaughan H.
Titel	A Retrospective Look at Replacing Face-to-Face Embryology Instruction with Online Lectures in a Human Anatomy Course
Quelle	In: Anatomical Sciences Education, 7 (2014) 3, S.234-241 (8 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1935-9772
DOI	10.1002/ase.1396
Schlagwörter	Embryology; Anatomy; Medical Education; Online Courses; Blended Learning; Medical Students; Academic Achievement; Instructional Effectiveness; Comparative Analysis; Scores; Student Surveys; Likert Scales; Student Attitudes; Texas + Suchen Sie Ihr Suchwort? Embryologie; Anatomie; Medizinische Ausbildung; Online course; Online-Kurs; Schulleistung; Unterrichtserfolg; Schülerbefragung; Likert-Skala; Schülerverhalten
Abstract	Embryology is integrated into the Clinically Oriented Anatomy course at the Texas Tech University Health Sciences Center School of Medicine. Before 2008, the same instructor presented embryology in 13 face-to-face lectures distributed by organ systems throughout the course. For the 2008 and 2009 offerings of the course, a hybrid embryology instruction model with four face-to-face classes that supplemented online recorded lectures was used. One instructor delivered the lectures face-to-face in 2007 and by online videos in 2008-2009, while a second instructor provided the supplemental face-to-face classes in 2008-2009. The same embryology learning objectives and selected examination questions were used for each of the three years. This allowed direct comparison of learning outcomes, as measured by examination performance, for students receiving only face-to-face embryology instruction versus the hybrid approach. Comparison of the face-to-face lectures to the hybrid approach showed no difference in overall class performance on embryology questions that were used all three years. Moreover, there was no differential effect of the delivery method on the examination scores for bottom quartile students. Students completed an end-of-course survey to assess their opinions. They rated the two forms of delivery similarly on a six-point Likert scale and reported that face-to-face lectures have the advantage of allowing them to interact with the instructor, whereas online lectures could be paused, replayed, and viewed at any time. These experiences suggest the need for well-designed prospective studies to determine whether online lectures can be used to enhance the efficacy of embryology instruction. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10