Department of Physical Therapy, University of Pittsburgh, Pittsburgh, Pennsylvania, USA.
Clin Anat. 2024 Jul;37(5):563-570. doi: 10.1002/ca.24159. Epub 2024 Mar 19.
Learning human anatomy is essential for Doctor of Physical Therapy (DPT) education. Body donors are traditionally utilized to understand content, but in a hybrid learning environment, students have limited time to use body donors. To improve body donor access and learning, we created online synchronous pre-body donor activities. The impact of these online strategies on students' subsequent exams and final grade were investigated in a non-randomized, observational study. These activities were hypothesized to positively influence students' anatomy performance. In a 16-week semester, DPT students (case [n = 91], control [n = 22]) participated in a hybrid program of asynchronous/synchronous online learning and two in-person immersions. Measures included student course grades and teaching surveys. Spearman's rho correlations analyzed the relationship between four pre-body donor quizzes to body donor exams, written exams, and final course grade. Mann-Whitney U tests assessed differences in grades between cohorts. A linear regression model examined the influence of pre-body donor quizzing on exams/final grades. Correlation tests revealed a strong relationship between the average pre-body donor quiz score and both the first written exam and final course grade (p = 0.0001). The case group achieved significantly higher scores than the control group on the first in-person body donor exam (p = 0.011), the second written exam (p = 0.0001), and the final grade (p = 0.004). The pre-body donor quizzes predicted performance on the subsequent in-person body donor exams, written exams, and the final grade. Implementation of online pre-body donor learning activities was associated with increased academic performance among hybrid DPT students and may aid in learning anatomy concepts for clinical practice.
学习人体解剖学对于物理治疗博士（DPT）教育至关重要。传统上，遗体捐献者被用于理解相关内容，但在混合学习环境中，学生使用遗体捐献者的时间有限。为了增加遗体捐献者的访问和学习机会，我们创建了在线同步遗体捐献前活动。在一项非随机、观察性研究中，研究了这些在线策略对学生后续考试和最终成绩的影响。这些活动被假设为积极影响学生的解剖学表现。在一个 16 周的学期中，DPT 学生（案例 [n=91]，对照组 [n=22]）参加了混合异步/同步在线学习和两次现场沉浸式学习。测量包括学生课程成绩和教学调查。Spearman rho 相关分析了四个遗体捐献前测验与遗体捐献考试、书面考试和最终课程成绩之间的关系。Mann-Whitney U 检验评估了两个队列之间的成绩差异。线性回归模型检验了遗体捐献前测验对考试/最终成绩的影响。相关测试显示，遗体捐献前测验的平均分数与第一次书面考试和最终课程成绩之间存在很强的关系（p=0.0001）。案例组在第一次现场遗体捐献考试（p=0.011）、第二次书面考试（p=0.0001）和最终成绩（p=0.004）上的得分显著高于对照组。遗体捐献前测验预测了后续现场遗体捐献考试、书面考试和最终成绩的表现。在线遗体捐献前学习活动的实施与混合 DPT 学生的学业成绩提高有关，并且可能有助于学习临床实践中的解剖学概念。
