The segmental-based approach during anatomy coursework presents better results than the systems-based approach

Area of Science:

• Human Anatomy Education
• Pedagogical Approaches in Anatomy

Background:

• Traditionally, human anatomy is taught using either a systems-based or segmental-based approach.
• Limited research exists comparing the academic performance of these two pedagogical methods.

Purpose of the Study:

• To evaluate and compare undergraduate students' academic performance in human anatomy courses using systems-based versus segmental-based approaches.
• To assess class attendance, the impact of absences on performance, and student perceptions of coursework and professor evaluations.

Main Methods:

• A comparative study involving 141 undergraduate sports and exercise science students.
• Seventy students were taught using the systems-based approach (SYS) and 71 using the segmental-based approach (SEG).
• Academic performance (final grades) and class attendance were analyzed, along with course and professor evaluations.

Main Results:

• Students in the segmental-based approach (SEG) achieved significantly higher final grades (median 7.3) than those in the systems-based approach (SYS) (median 6.6).
• SEG also demonstrated higher class attendance rates and more favorable student evaluations of the professor's performance compared to SYS.
• The segmental-based approach showed a medium effect size for academic performance and a large effect size for professor evaluations.

Conclusions:

• The segmental-based gross human anatomy approach is more effective in improving academic performance and student engagement (attendance) than the systems-based approach.
• This study provides evidence supporting the segmental-based method for enhanced learning outcomes in gross anatomy courses.