Student Critical Self-Reflection and Perceptions of Video-Based Pro-Section Computer-Assisted Instruction

Area of Science:

• Anatomy Education
• Medical Education Technology
• Student Learning Outcomes

Background:

• In-person cadaveric labs present barriers like cost and resource demands.
• Computer-assisted instruction (CAI) offers an alternative for gross anatomy education.
• Student engagement and reflection with CAI may impact learning experiences.

Purpose of the Study:

• To evaluate critical self-reflection and learning perceptions using online anatomy modules with video-based CAI.
• To assess the effectiveness of self-guided anatomy modules with video pro-section CAI.

Main Methods:

• Prospective observational cross-sectional study with first-year occupational therapy students.
• Utilized online self-guided anatomy modules with video-based pro-section CAI.
• Measured critical self-reflection using Kember's questionnaire and open-ended comments.

Main Results:

• Students' understanding scores were higher than critical self-reflection scores.
• Academic outcomes did not correlate with critical self-reflection scores.
• Students perceived video-based CAI as supplementary, highlighting the need for hands-on learning.

Conclusions:

• Video-based anatomy CAI aids understanding but has limited impact on critical self-reflection.
• Strategic course design integrating hands-on opportunities is essential for optimizing anatomy education.
• Enhancing CAI with practical components can improve student learning experiences and outcomes.