{'fraction_non_alphanumeric': 0.036384976525821594, 'fraction_numerical': 0.014084507042253521, 'mean_word_length': 6.168067226890757, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
Breaking with tradition: A scoping meta‐analysis analyzing the effects of student‐centered and computer aided instruction on student performance in anatomy

As the debate regarding anatomy education efficacy continues, student‐centered learning (SCL) and computer aided instruction (CAI) are garnering educators' attention. Although Freeman et al. (2014) demonstrated that active learning strategies increase student performance across STEM disciplines, summative analyses exploring how SCL and CAI affect knowledge gains in anatomy education, specifically, are lacking. The present study mirrored the protocol of prior anatomy education‐focused meta‐analyses (Wilson et al., 2017; Wilson et al., 2016) to answer the question: “How effective are SCL and CAI at increasing student knowledge gains in anatomy compared to traditional didactic approaches?”