DOI: 10.5061/dryad.2rbnzs7zn
title: Anatomy lecture learning modality exam performance

description: We investigated the effect of three different lecture delivery modalities
 in a foundational anatomy course on student exam performance, including:
 (1) asynchronous recordings, (2) passive lecture with a student’s choice
 to view synchronously or asynchronously, and (3) active lecturing, again
 with student’s viewing choice. Active lectures incorporated gapped
 lecturing, drawing, practice questions, and active study technique
 suggestions. We compared four-unit exams that were similar across the four
 semesters investigated. This data set has been de-identified.
description: Data was gathered across four semesters and represents individual
 student exam scores. The sample population included all
 students enrolled in Anatomy 2300 and was a non-random sampling approach
 based on their participation within the course of Human Anatomy at The
 Ohio State University – Columbus Campus during the Autumn 2021 (n = 512),
 Spring 2022 (n = 612), Autumn 2022 (n = 656), and Spring 2023 (n = 695)
 semesters, resulting in a total sample size of 2,543 students. A post hoc
 power analysis was conducted using G*Power, yielding a power of 0.99,
 larger than the recommended power of 0.8 for statistical analyses. The
 margin of error was 0.03, and the correlation between measures was 0.76.
 The sample size required to achieve this power calculation was
 1511.11. Each semester, four in-person proctored unit
 exams were given via Carmen, OSU’s Canvas Learning Management System
 (Instructure Inc., Salt Lake City, UT), with a lockdown browser, to
 evaluate the progress of the student. Exam questions were subject to
 minimal changes between different semesters, with the questions covering
 the same content and learning objectives each semester. Questions were
 mapped directly to lecture objectives with even distribution among the
 lectures within the unit and checked by the course director and lecture
 teaching assistant. Each question and bank were validated by the course
 director, lecture teaching assistant and at least one graduate teaching
 assistant. Questions included multiple choice first and second order
 questions, as well as matching and identification questions. All questions
 had answer options, there were no fill in the blanks. Many questions were
 banked so that a student would receive a random question out of two to six
 options covering the same lecture objective. Exam statistics were reviewed
 after each exam. If the discrimination index, which divides students into
 three groups based on their score on the whole quiz and displays those
 groups by who answered the question correctly, as calculated by Canvas,
 was less than 0.2 and less than 50 percent of the class answered
 correctly, everyone was given credit, and the question was re-written for
 the following semester. This was done for an average of one out of 50
 questions on each unit exam. All exam scores were de-identified and
 assigned a record code to match each piece of data to their individual
 records. The Anatomy 2300 students come from Health
 Science, University Exploration, Arts and Sciences, Dental Hygiene,
 Pre-Nursing, Health and Rehabilitation Sciences, Pre-Optometry,
 Pre-Pharmacy, Pre-Dental and Exercise Science programs. All students were
 enrolled together into an in-person 55-minute lecture every Monday,
 Wednesday, and Friday. Pre-recorded lectures were used during the Autumn
 2021 semester (Semester 1 in Table 1, Figure 2). During the Spring 2022
 (Semester 2), Autumn 2022 (Semester 3), and Spring 2023 (Semester 4)
 semesters, these lectures were conducted via a Zoom webinar and were also
 recorded and posted online for students to review at their
 leisure.
description: # Anatomy Lecture Learning Modality Exam Performance
 [https://doi.org/10.5061/dryad.2rbnzs7zn](https://doi.org/10.5061/dryad.2rbnzs7zn) ## Description of the data and file structure Our research aim is to determine which lecturing method and modality lead to the best student exam performance. We investigated the effect of three different lecture delivery modalities on anatomy student exam performance, including 1) asynchronous recordings, 2) passive lecture with a student’s choice to view synchronously or asynchronously, and 3) gapped lecturing as an active lecturing method, again with student’s viewing choice. The data found here represents 4 semesters of exam performance for an undergraduate anatomy course using these various lecturing techniques. Please note, the rows are not lined up by student, they are in order from lowest to highest score. All exam scores are out of 100. Each exam in each semester has a slightly different number of students. This is due to the attrition rate of the class, with some students choosing to drop the class throughout the semester when they don't think they will be able to pass. This skews all exams to slightly higher scores as the semester progresses from Unit 2 to Unit 5. ### Files and variables #### File: Learning\_modality\_data\_by\_semester.xlsx **Description:** Exam performance for individual students across the four semesters for each of 4 different unit exams and 3 different lecture treatments. ##### Variables * Lecture type (recorded asynchronous lecture, Passive synchronous/asynchronous lecture, active synchronous/asynchronous lecture) * Student exams scores for Unit 2 (lower limb) out of 100 - Student exams scores for Unit 3 (upper limb) out of 100 - Student exams scores for Unit 4 (head and neck) out of 100 - Student exams scores for Unit 5 (thorax and abdomen) out of 100 ## Code/software This data can be viewed and manipulated in excel, google sheets or numbers. ## Access information Other publicly accessible locations of the data: * N/A Data was derived from the following sources: * Carmen Canvas OSU