Comparative Study on the Effectiveness of Integrated vs. Discipline‐Based Digital Learning Resources

Abstract

The continuing trend of integration and the consequent decrease in student‐instructor contact hours in basic science curricula in professional schools makes digital ancillary resources increasingly important. Majority of learning resources for basic sciences however are varied in content, accuracy and are presented in a discipline‐specific manner. Few integrated educational resources exist and even fewer studies report the effectiveness of an integrated presentation of the material in the digital environment. The objective of the study was to investigate educational effectiveness of a digital learning resource presented in an integrated manner compared to the traditional, discipline‐specific presentation. Two digital resources covering female pelvic anatomy, embryology and histology were created, both presenting the same content but one presenting each discipline separately while the other presents the material in an integrated manner. First‐year graduate students enrolled in a gross anatomy course at the University of Colorado Modern Human Anatomy Program were recruited and randomly assigned to view one of the two learning modules. The learning outcome was quantitated by pre‐ and post‐test score comparison as well as a retention study 30‐days after viewing the resource. A survey was conducted to analyze students' preference and perception of the effectiveness of the digital resources. The results of the study have important implications in designing and presenting educational resources in the digital age.