Mathiowetz Virgil, Yu Chih-Huang, Quake-Rapp Cindee
Program in Occupational Therapy, Center for Allied Health Programs, University of Minnesota, Minneapolis, Minnesota.
Graduate Program in Rehabilitation Science, University of Minnesota, Minneapolis, Minnesota.
Anat Sci Educ. 2016 Jan-Feb;9(1):52-9. doi: 10.1002/ase.1528. Epub 2015 Apr 22.
This study was designed to assess the grades, self-perceived learning, and satisfaction between occupational therapy students who used a gross anatomy laboratory versus online anatomy software (AnatomyTV) as tools to learn anatomy at a large public university and a satellite campus in the mid-western United States. The goal was to determine if equivalent learning outcomes could be achieved regardless of learning tool used. In addition, it was important to determine why students chose the gross anatomy laboratory over online AnatomyTV. A two group, post-test only design was used with data gathered at the end of the course. Primary outcomes were students' grades, self-perceived learning, and satisfaction. In addition, a survey was used to collect descriptive data. One cadaver prosection was available for every four students in the gross anatomy laboratory. AnatomyTV was available online through the university library. At the conclusion of the course, the gross anatomy laboratory group had significantly higher grade percentage, self-perceived learning, and satisfaction than the AnatomyTV group. However, the practical significance of the difference is debatable. The significantly greater time spent in gross anatomy laboratory during the laboratory portion of the course may have affected the study outcomes. In addition, some students may find the difference in (B+) versus (A-) grade as not practically significant. Further research needs to be conducted to identify what specific anatomy teaching resources are most effective beyond prosection for students without access to a gross anatomy laboratory.
本研究旨在评估在美国中西部一所大型公立大学及其卫星校区，使用大体解剖实验室与在线解剖软件（AnatomyTV）作为学习解剖学工具的职业治疗专业学生之间的成绩、自我感知的学习情况和满意度。目标是确定无论使用何种学习工具，是否都能取得同等的学习成果。此外，确定学生选择大体解剖实验室而非在线AnatomyTV的原因也很重要。采用仅后测的两组设计，在课程结束时收集数据。主要结果是学生的成绩、自我感知的学习情况和满意度。此外，还通过一项调查收集描述性数据。大体解剖实验室每四名学生可使用一次尸体解剖。AnatomyTV可通过大学图书馆在线获取。课程结束时，大体解剖实验室组的成绩百分比、自我感知的学习情况和满意度均显著高于AnatomyTV组。然而，这种差异的实际意义值得商榷。在课程的实验部分，在大体解剖实验室花费的时间显著更多，这可能影响了研究结果。此外，一些学生可能认为（B+）和（A-）成绩之间的差异在实际中并不显著。需要进一步开展研究，以确定对于无法使用大体解剖实验室的学生而言，除了解剖之外，哪些特定的解剖学教学资源最为有效。
