Developing Lifelong Learning Skills through Self‐Directed Learning in the Gross Anatomy Laboratory using Narrated Digital Slideshows

Abstract

The Liaison Committee on Medical Education has identified self‐directed learning as a critical process in developing lifelong learning skills. Gross anatomy laboratories present an opportunity to incorporate self‐directed learning. The goal of this study was to develop a technology based, self‐directed learning opportunity that could be assessed by instructors. It was conducted in a medical gross anatomy course of about 40 students divided into nine groups, each working with an individual donor. Alternating dissections were used and only half of each group was present for each dissection. At the dissection students were tasked with creating a checklist of structures and required to take digital photographs on an iPad. Outside class, checklists and images were uploaded to a digital application, VoiceThread. VoiceThread allowed students to create narrated slideshows of the dissection, highlighting structures or issues of significance. All students had access to all slideshows through the online learning management system. Groups were graded both for completion of their narrated slideshows, and for their comments on other students' slideshows. VoiceThread slideshows were viewed by the researcher and scored using a rubric to analyze their content, accuracy, and presentation style. Students were also surveyed about their use of VoiceThread and its impact in the gross anatomy laboratory. Early results show that students were able to use VoiceThread in a self‐directed capacity. Students also indicated narrated videos and checklists provided an incentive for lab preparation and were an additional learning tool. This study provides an example of how instructors can incorporate and document self‐directed learning opportunities in the gross anatomy laboratory.