Self-directed learning in gross human anatomy: assessment outcomes and student perceptions

Area of Science:

• Anatomy Education
• Distance Learning
• Speech Pathology

Background:

• Traditional lecture-based gross human anatomy instruction is common for speech pathology students.
• Self-directed learning (SDL) offers flexibility but requires careful pedagogical design.
• Assessing student performance and perceptions in SDL is crucial for optimizing educational strategies.

Purpose of the Study:

• To compare student performance in lecture-based versus self-directed gross human anatomy modules.
• To evaluate speech pathology students' perceptions of self-directed learning in anatomy.
• To identify challenges and inform the design of effective distance education materials.

Main Methods:

• Speech pathology students completed two gross human anatomy topics in a self-directed mode.
• Student quiz performance was compared between lecture-based and self-directed learning formats.
• Student questionnaires gathered perceptions on the self-directed learning experience.

Main Results:

• Student performance in the first self-directed topic matched lecture-based performance.
• A significant decline in performance was observed on the second self-directed anatomy topic.
• Student feedback highlighted concerns regarding content volume and time commitment for self-directed modules.

Conclusions:

• Student performance in self-directed anatomy learning can vary, necessitating careful instructional design.
• Effective distance education materials must align with student expectations for content, length, and time investment.
• Comprehensive communication and support are vital for students new to self-directed or distance learning environments.