Best Practices and Student Preferences for Implementing iPads into an Occupational Therapy Anatomy Laboratory
Authors: Legleiter Karissa , Kimpo Rhea , Puder Barb 
Published: May 2022

Multimodal approaches in teaching anatomy have been shown to improve student performance (Johnson, 2012). Most studies regarding best practices using technology to supplement teaching and learning in anatomy have been conducted in medical and undergraduate settings (Chakraborty, 2018; Sugand, 2010; Tam, 2020). There is little data that outlines the best practices for implementing iPads into occupational therapy (OT) anatomy courses (Meyer, 2016). Here, we aim to determine best practices for the implementation and student preferences of iPads for first year OT students in an anatomy laboratory at Samuel Merritt University (SMU). Our objective is to formulate a curriculum template on how to implement iPads in gross anatomy laboratory experiences. This study is significant as it will add to the body of literature that is lacking on the best practices for implementing iPads into an OT anatomy course and will establish best practices for enhancing student engagement in the anatomy laboratory.

Best practices were documented for the implementation of thirteen iPads and eBooks into an OT anatomy lab course that met twice a week. OT students completed pre‐and post‐ surveys that included five‐point Likert scale and free text questions. The survey asked students to rate their comfort level and preferences for learning with iPads.

Survey results displayed that 75% of students were comfortable using iPads, 37% of students strongly agreed that iPad applications improved their grade in the lab, and 43.75% believed that iPad applications helped with their understanding of cadavers. A working document on the best practices for implementing iPads into an anatomy laboratory space was also created. Best practices for implementing iPads and eBooks into an anatomy laboratory include setting up an orientation to the iPads and eBooks, assigning page numbers for eBooks, providing students with instructions on how to utilize the iPads outside of the eBooks, and how to use Poll Everywhere quizzes during laboratory sessions.

The survey results display that OT students agree that iPad applications are of benefit to their understanding of cadaveric anatomy. This study also supports the need for a document that outlines the best practices for implementing iPads into an anatomy lab, specifically for OT students.

Our results indicate that iPad technology aids students in learning cadaveric anatomy and can be incorporated as a supplemental resource to teaching cadaver‐based anatomy for OT students. Initial implementation of the iPads into the anatomy laboratory displayed a need for a document that outlined best practices that is absent from the literature. A working document for best practices can be disseminated to other anatomy faculty for use in their own anatomy laboratory courses. Future work and next steps include determining how students’ performance is impacted by the eBooks via tracking Poll Everywhere quiz scores and how students are actively using eBooks in the anatomy laboratory space and off‐campus by tracking eBook usage.