A Comparison of Anatomy Curriculum Delivery Methods Within a Health Services Program

Framework

The challenges this study hopes to address and the questions it seeks to answer have an inherent complexity which requires a multifaceted theoretical approach. Therefore, the structure and composition of the dissertation content will rely on two separate, but interrelated, frameworks: e-learning theory and the technology acceptance model:
1. E-learning theory: this model is foundational to the dissertation. To explain, e-learning theory is “defined through a theory-based framework that relates learning technologies, instructional strategies, and pedagogical models or constructs” (Aparicio et al., 2016, p. 299). From this position, the researcher can observe and survey the integrated location where stakeholders (e.g., the students), learning philosophies (e.g., andragogy), and technology (e.g., online course delivery) intersect. E-learning theory
2. Technology acceptance model: This theory, simply put, defines how an end-user, a student in this specific situation, comes to support and adopt a piece of technology (Davis, 1985). This framework is broad, allowing for the integration of any high-tech device within any setting. For the purposes of this dissertation, we will concentrate on PA students and online resources. It is also worth noting that this framework has the potential to contribute greatly to a student perception of an intervention; however, it is possible to hypothesize that student success may run tangential to technology acceptance. This, again, justifies the need for multiple frameworks.

Methods

This study seeks to answer the following two questions:

1. Is there an academic performance equivalency among graduate-level students within a health services training program when comparing different methods of anatomy course delivery (i.e., traditional lecture-based with a cadaveric component, hybrid model employing both a cadaveric and digital component, and all online)?

2. What are the attitudes, perspectives, and positions of first-year PA students regarding their experience following their completion of a non-traditional/non-cadaveric online anatomy course?

The research plan is divided into two equal components, each structured to address the above presented questions. A cohort of first-year PA students (N = 45) would constitute the participants. The student-participants will complete multiple written and practical exams as part of an online anatomy course progression. The outcomes on these will be compared to that of multiple previous controls (i.e., hybrid anatomy delivery and non-digital anatomy curriculum).

A three-way ANOVA (univariate general linear model) will be employed when responding to the first question. To explain, there will be three independent variables (i.e., no technology intervention, hybrid course, and fully online). The dependent variable will be student score. Certainly, this may be oversimplified, and adjustments (e.g., a multivariate model) may be required depending on initial findings following data collection. Additionally, this portion of the study will include descriptive analysis of data, including age ranges, gender ratio, and averages of previous academic performance (e.g., GPA).

A survey instrument will be designed to address the second question. To avoid bias, students will receive a post-exposure cross-sectional questionnaire focusing on their online anatomy experiences and perceptions. The survey will use both structured Likert scales. The results will primarily be presented using a descriptive approach.

Results

Preliminary analysis reveals that student performance across cohorts (investigational and control) is equivalent, with slightly higher performance in the online group. Additionally, regarding perception of course delivery, the student-participants that online curriculum, developed within an e-learning framework, was an effective way to learn.
It is important to stress – data analysis is ongoing and final results are pending.

Importance

This investigation focusing on online delivery of Anatomy is unique and innovative especially when considered in the context of contemporary curricular development. There are examples of investigations into high-tech enhancement of anatomy course delivery; however, most rarely proceed past augmentation of the traditional approach. That is, most of the interventions and experiences in previous studies still relied on cadavers as a primary teaching method, in contrast to this investigation, which, for the interventional group, will have no cadaveric exposure. If this investigation can demonstrate academic and perceptional equivalency between delivery methods, this will place emphasis on the efficacy of an online only anatomy course. This impacts availability and importance. Simply put, for certain groups (e.g., rural, lower socioeconomic, and specific racial or cultural minorities) online courses may be their only option. Proving this equivalency potentially mitigates the requirement for an unattainable course. Additionally, it may lessen institutional commitment to the cadaver experience. This, too, could potentially increase access for those less-fortunate students.

References

Aparicio, M., Bacao, F., & Oliveira, T. (2016). An e-learning theoretical framework. An e-learning theoretical framework(1), 292-307.

Davis, F. D., Jr. (1985). A technology acceptance model for empirically testing new end-user information systems: Theory and results Massachusetts Institute of Technology]. Boston, MA.