A Comparison of Student Approach to Learning Between Dissection‐ and Prosection‐based Undergraduate Human Anatomy Courses

Abstract

Human anatomy is among the oldest and most thoroughly studied sciences in modern history. In recent years, the focus of the field has become largely pedagogical, sparking debates on education and the instructional approaches that best facilitate deep‐learning and student understanding. The Undergraduate Human Anatomy Program at the University of Guelph features both dissection‐ and prosection‐based human anatomy courses in the third‐year of the Human Kinetics and Bio‐Medical Science majors. Students enrolled in these courses attend the same lectures, but one cohort participates in a dissection‐based laboratory, whereas the other participates in a prosection‐based laboratory session once per week. The University of Guelph is a learner‐centred institution; thus, a continuous effort to improve the student learning experience while maintaining the efficient and effective delivery of course content is of primary focus for the program. Literature suggests that the most effective method of anatomy instruction is a multifaceted approach that provides students with various resources that they may use to build a deeper understanding of the human body. Accordingly, supplemental teaching modalities are being explored at the University of Guelph to promote deep‐learning and improve the overall educational experience for human anatomy students. The objective of this study was to compare learning approach, performance, and course satisfaction between the two aforementioned cohorts of third‐year human anatomy students so that supplemental teaching modalities may be designed to target potential shortcomings of the program. Participating students completed surveys to collect demographic data (gender, age, program of study, etc.), learning approach (Revised Two‐factor Study Process Questionnaire), and perceived course experience (Course Experience Questionnaire) measures prior to their first laboratory and after the completion of the course. Preliminary results demonstrate an overall shift toward a deeper learning approach taken by students after the completion of the course and a generally positive perceived course experience. These findings suggest that participation in a dissection‐ or prosection‐based undergraduate human anatomy course promotes deep‐learning and is considered by students to be beneficial to their educational experience.