IJAR.2023.223
Type of Article: Original Research
Volume 12; Issue 1 (March 2024)
Page No.: 8820-8826
DOI: https://dx.doi.org/10.16965/ijar.2023.223
Impact of Online Anatomy Laboratory Video Supplementation on Students’ Performance in Gross Anatomy Assessment
Srinivasa Rao Sirasanagandla 1, Husain Ali Al Aswami 2, Abdullah Al Lawati 2, Srijit Das 1, Mohamed Al Mushaiqri 1, Halima Albalushi *1.
*1 Department of Human and Clinical Anatomy, College of Medicine and Health Sciences, Sultan Qaboos University, Muscat, Al-Khodh 123, Oman.
2 College of Medicine and Health Sciences, Sultan Qaboos University, Muscat, Al-Khodh 123, Oman.
ORCiD:
Srinivasa Rao S: 0000-0002-7261-1666
Abdullah Al Lawati: 0000-0002-5650-6620
Husain Al Aswami: 0009-0007-0633-7172
Srijit Das: 0000-0001-8302-7257
Mohamed Al-Mushaiqri: 0000-0002-2820-8968
Halima Al Balushi: 0000-0001-5289-0445
Corresponding Author: Dr. Halima Albalushi, Assistant Professor, Department of Human & Clinical Anatomy, College of Medicine & Health Sciences, Sultan Qaboos University, PO Box 35, PC 123, Al-Khoud, Muscat, Oman, Phone: (+968) 24141174 E-Mail: halima07@squ.edu.om
ABSTRACT
Introduction: There are mixed reports on the effectiveness of online gross anatomy videos on medical students’ academic performance. Additionally, there is a paucity of research on the impact of gross practical videos on medical students’ performance. Hence, we aimed to study the impact of practical videos supplementation on students’ performance in the gross anatomy examination.
Methods: In the present retrospective cross-sectional study, two different cohorts of medical students were exposed to different teaching methods for learning gross anatomy practicals. The two cohorts learned practical gross anatomy face-to-face in the lab, but one cohort was supplemented with online video demonstrations. An Independent T-test was used to evaluate the differences in students’ objective structured practical exam (OSPE) performances of the two cohorts. The gender differences in OSPE performances were also analysed using the one-way ANOVA test.
Results: The mean score in the OSPE for the 2021 cohort was 17.35±0.2, while the mean score for 2019 was 16.44 ±0.15. The mean score in the OSPE was significantly higher among the cohort that received hybrid practical teaching than the cohort that only received traditional teaching (p = 0.001).
Conclusion: Video supplementation was found to be effective in improving students’ performance. In addition to conventional face-to-face teaching, video supplementation for gross anatomy practical sessions may be beneficial for learning gross anatomy.
Keywords: Gross anatomy, practical, traditional teaching, performance, learning.
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