The Use of a 3 Dimensional Anatomy Application to Enhance Engagement and Satisfaction of Graduate Students Enrolled in Anatomy Courses in a Physical and Occupational Therapy Program
Authors: Leyva Karen A. , Burke‐Doe Annie 
Published: June 2021

Background

Anatomy education is a mainstay in graduate education programs for health professionals, and is included in both physical and occupational therapy curricula. A multi‐modal approach to teaching anatomy is often used, including lecture, online material, laboratory with anatomy models, and dissection laboratory 3,5, in part to best target students with a variety of learning styles. Self‐regulated learning, where students take a more independent role in accessing information, is one such approach that has been shown to increase student engagement in the classroom. 7 To promote this learning mode, there has recently been an educational trend on utilizing computer‐based and digital software applications, to help supplement existing teaching styles, and offer an innovative method for students to access anatomy content and apply it to obtaining anatomy knowledge.1,4, 2,6,8,9 The purpose of this survey‐based study was to identify Physical and Occupational Therapy students' levels of satisfaction and engagement surrounding the use of a 3‐dimensional digital anatomy software application, within required anatomy courses in a post‐graduate level university setting.

Methods and Data Analysis

First term Doctor of Physical Therapy (DPT) and Master of Occupational Therapy (MOT) students completed a questionnaire about the use of the digital application, and their opinions on the effectiveness of its use in the context of learning anatomy course content, including for didactic material, plastic model identification, and in cadaver dissection. Mixed method data analysis was performed on student demographic data, use of the application, and opinions about application effectiveness in supporting the acquisition of anatomical knowledge. Questions utilizing a Likert Scale were analyzed, and open‐ended questions were considered separately by qualitative analysis.

Results

For both DPT and MOT students, the majority of respondents had not used a digital anatomy application prior to this study, and agreed or strongly agreed that a digital anatomy application was a valuable tool in acquiring anatomical knowledge for didactic lecture material, anatomy identification on plastic models, and for cadaver dissection. Most students recommended the use of this application for future anatomy students. The most prevalent qualitative comments supporting the use of the application included the clarity of the anatomy model, the ability to readily remove layers of anatomy, and the ability to quickly access anatomical information about a given structure with one link. The biggest barriers to application use were the lack of training in procedure and lack of comfort with utilizing digital media.

Conclusion

The results of this study show that both DPT and MOT students felt that the addition of a digital anatomy application to available resources was a valuable tool for learning anatomy material across multiple aspects of the anatomy course.

References provided on request.

Support or Funding Information

None

This abstract is from the Experimental Biology 2018 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.