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The Long‐Term Effectiveness of Online Learning Modules for the Study of Anatomy

Education has been evolving in the past decade to accommodate the application of electronic devices. With the use of newer advances in technology in their personal lives, students anticipate the implementation of these same forms of media in their studies. Shorter videos that convey broad understanding have become the standard from Kaplan, USMLE Rx, and Pathoma. This project aims to further establish the effectiveness, and student satisfaction of course‐specific online learning modules for an entire medical school block at Texas Tech University Health Sciences Center School of Medicine (TTUHSCSOM). Interactive online modules were developed using Adobe Captivate 8™, which included interactive images, captions, and questions. The modules covered every lecture and laboratory component throughout the anatomy block in the 1st year medical school curriculum and were limited to no more than 15 minutes per module. Students had access to all of the modules at the beginning of the block, with each one also posted with the corresponding lecture or laboratory. The quality of the modules was measured by comparing exam scores for the class of 2020 to the class of 2016 (years with similar course structure). A post‐block survey was also used to determine the usefulness of the modules via Likert scale. Upon comparing the exam grades between the class of 2016 and the class of 2020, there was no significant difference between the two. Class average was very high in both cohorts, with an 86.39 (13.84) and 86.25 (6.88). The final exam grades were also not significantly different, with an 89.13 (6.93) and 88.58 (8.31). Results from the post‐block survey completed by 53 students were overwhelmingly positive in total. Of the 29 survey questions, the lowest rated was a 4.28 out of 5. The majority of students viewed modules for 30 minutes to an hour. They also viewed each individual module on average of 2.45 times. We looked at the difference between the groups who viewed the modules for less than 30 minutes and those who viewed for more than 30 minutes. This revealed some statistical differences in categories involved with perceived level of difficulty, purpose, and how likely they would recommend these modules to others. We also looked at the differences between those who watched the modules just once, compared to those who watched 2 or more times, which showed some statistical differences in their understanding of the material, the design of the modules, and how likely they would recommend the modules. We concluded that the interactive modules were a significantly beneficial study resource for the students during anatomy. The perceived value of the modules was very high, although that didn't reflect in the grades compared to the class of 2016. In response to the positive feedback, modules are being created for the second block in the medical school curriculum at TTUHSC.