Virtual Anatomy Videos for Pre‐lab Preparation: Does Usage Correlate with Grade Outcome?
Authors: Hoffmann Darren S. , Isaac Heba , Borcherding Nicholas C. , Fleagle Timothy R. 
Published: April 2020

Previously, we described an approach for enhancing laboratory preparation in a dental gross anatomy course using custom virtual anatomy videos to be viewed prior to cadaver dissection. Students who had access to these resources in a flipped pedagogy context performed significantly better on cumulative laboratory exams compared to historical controls and rated the virtual anatomy videos as a preferred resource for lab prep. However, because there were several unique curriculum elements in the experimental group, this study did not directly evaluate the impact of virtual anatomy videos on course outcome. Furthermore, while most video views were completed as intended (prior to dissection), there were many views that occurred later as prep for course assessments. The purpose of the current study is to determine the degree of association of virtual anatomy video usage with grade outcome. Further, we sought to identify if usage for pre‐lab prep was more strongly associated with course outcome than usage for exam prep.

As described in our prior study, three consecutive years of student performance and video usage data were collected (n=240 students). In the course, each student prepared for 10 laboratory dissections. To evaluate association of video usage with course outcome, mean total video views and mean views in pre‐lab and pre‐assessment categories were calculated for each overall course score quartile, with one‐way ANOVA. Linear regression analysis was used to evaluate the level of association of usage with overall course score (total course points = 505).

Initial grade quartile analysis demonstrated that total number of video views was significantly associated with course outcome (top grade quartile 17.70 ± 2.12 views [mean ± SEM]; third quartile 15.68 ±1.54; second quartile 10.73 ± 1.30; bottom quartile 11.98 ± 1.27; p = 0.057 top vs. bottom, p = 0.012 third vs. bottom). Regression analysis of total video views vs. overall course score confirmed that this positive trend was significant (slope = 0.597, F = 11.92, p = 0.0007), however correlation was not strong due to high degree of variability in video usage (r2 = 0.048).

Separating views into pre‐lab and pre‐assessment categories revealed that pre‐lab usage was positively associated with course outcome (top grade quartile 8.28 ± 0.76 views; third quartile 8.22 ± 0.74; second quartile 5.08 ± 0.66; bottom quartile 6.12 ± 0.63; p = 0.128 top vs. bottom, p = 0.008 third vs. bottom). Slope of the regression line was higher (1.311) and correlation (r2 = 0.045) was similar to results for total views. In contrast, pre‐assessment usage trended toward higher views in higher grade quartiles, however there were no significant differences between the groups. Further, slope of the regression line was lower (0.648) and had a weaker correlation (r2 = 0.030)

The results of this study indicate that using virtual anatomy videos to prepare for laboratory dissection is associated with positive course outcome, however there is considerable variation in the data indicating that usage does not guarantee success. Further, students should be advised that the strongest benefit of pre‐lab videos is achieved through pre‐lab viewing and reviewing these resources later for exam prep is less likely to result in further grade improvement.