A Comparison of Student Learning and Experience: Digital versus Conventional Methods in Anatomy and Physiology Instruction

Abstract

Student performance in anatomy and physiology is an important aspect of many science disciplines in undergraduate and graduate education. Use of computer models for anatomic instruction and physiology exercises is becoming increasingly more common. This study examined student experience both objectively (student performance) and subjectively (student assessment) using both modalities of education. Student evaluation records and exam performance records were recorded over a four semester period. These were divided into two groups: group 1 experienced primarily traditional methodology (cadaver dissection, physiology lab exercises) and group 2 experienced primarily digital lab exercises. The mean class test scores in group 1 was 74.7%, and group 2 was 75.1%. The average student evaluation scores were 2.96/3.00 in group 1, and 2.98/3.00 in group 2. By the Student “t” test on the binomial distribution, student performance was not statistically different among the two groups when measured objectively, or assessed subjectively. These preliminary results suggest that use of computerized models and exercises is as effective as traditional use of cadavers and wet bench physiology exercises in achieving course goals and objectives, and student satisfaction.