Efficacy of Video-Based Forearm Anatomy Model Instruction for a Virtual Education Environment

Abstract

Introduction: As virtual education becomes more widespread, particularly considering the recent COVID-19 pandemic, studies that assess the impact of online teaching strategies are vital. Current anatomy curriculum at Paul L. Foster School of Medicine consists of self-taught PowerPoint material, clinical vignette-centered team-based learning, and prosection-based instruction (wet lab). This study examined the impact of video-based instruction using a student-designed muscle model on anatomy quiz scores and student perceptions of its effectiveness on learning outcomes.Methods: Students divided into Group 1 (54 students) and Group 2 (53 students) were assessed prior to and following a 3.5-minute model-based video on anterior forearm compartment musculature. Group 1 received video instruction and assessment prior to the wet lab. Group 2 received video instruction and assessment following the wet lab. Both groups took an identical five-question quiz covering locations and functions of various anterior forearm muscles.Results: Mean scores were higher than no intervention with exposure to video alone (0.73 points, p=0.01), wet lab alone (0.88 points, p=0.002) and wet lab plus video instruction (1.35 points, p=Conclusion: Video-based muscle model instruction is comparable to prosection-based lab with regards to score outcomes and was well received by students as both an independent learning tool and as a supplement to cadaveric lab. When compared to model-based instruction or prosection-based instruction alone, the supplementation of anatomical models with cadaveric prosection instruction was best. Institutions transitioning to a virtual learning environment, or those with limited in-person contact hours, cadaveric donors or trained anatomy faculty can benefit from the incorporation of video-based instruction into their anatomy curriculum.