A Comparison of Online and In‐Person Graduate Gross Anatomy Courses with the Implementation of Active Learning

Abstract

Active learning enables students to be fully engaged in their own learning through discussion, thought, creation, and investigation of the provided course content. Jigsaw, an active learning technique, promotes cooperative learning by placing students into small groups and encourages peer teaching. The Jigsaw technique is well suited for gross anatomy courses at the graduate level given the reliance on independent learning already present in laboratories. Here we compare the academic performance of an online versus in-person cohort of students enrolled in graduate gross anatomy courses with the implementation of the Jigsaw technique. In this analysis, both cohorts received Jigsaw implementation; however, the online cohort executed their strategies entirely virtually, while the in-person cohort met face-to-face. Additionally, we hope to compare demographics, perceived preparedness, and perceived emotional health (i.e., confidence, anxiety, confusion, etc.) of both cohorts while enrolled in their designated course. Gross anatomy is an ideal experimental exercise for the implementation of active learning techniques as it is typically taught at the beginning of graduate health science programs with an expansive amount of fundamental information for future courses. Currently, there is a lack of research comparing online and in-person graduate gross anatomy courses with the implementation of active learning. Additionally, there are no current comparisons of demographics or perceived emotional well-being pertaining to the implementation of the Jigsaw technique into either online or in-person gross anatomy courses.