Identification of Potentially Inhibitory Interprofessional Power Dynamics Among Healthcare Students

IntroductionThis study expands upon our previous work which evaluated the impact of an interprofessional anatomy course on the rate of role misidentification for occupational therapy (OT), physical therapy (PT), and physician assistant (PA) students. In the present study, a team‐based learning (TBL) intervention involving medical (MD) students was implemented. Our objectives were to 1) assess the effectiveness of these TBL sessions on role comprehension and 2) to identify misunderstandings about OT, PT, or PA roles among students.MethodsFour team‐based learning (TBL) sessions, facilitated by 4th year MD students, were integrated into an anatomy course for PA, PT, and OT students with a primary purpose to review anatomical content through clinical cases. During each TBL session, students were given three cases to work through, including identifying which allied health profession(s) would be most appropriate to lead the patient’s care. Students in all four cohorts were asked to participate in an IRB‐approved pre‐/post‐intervention survey asking them to: 1) identify to which profession the patient in a given scenario should be referred and 2) briefly summarize the roles of these allied health professions. Quantitative data were evaluated using Kruskal‐Wallis and Wilcoxon Signed Rank tests while qualitative data were evaluated using thematic analysis.ResultsWe saw the rate of improvement on role identification from paired pre‐ to post‐surveys triple the rate of improvement seen in our previous study without the TBL intervention. Previously, students had the most difficulty identifying OT roles, which is consistent with the literature. After implementing the TBL sessions, current data combined from all students demonstrated that they correctly identified OTs’ roles at a significantly higher rate compared to pre‐surveys ( p=0.012). Despite this improvement, several discrepancies about OT and PA roles remained prevalent in post‐survey free responses. Students in non‐OT programs perpetuated a common misconception that OTs’ scope of practice is predominantly limited to fine motor skills. MD students had a better understanding of the high level of autonomy and positive relationship between a PA and a physician, whereas OT and PT students often viewed the PA as being dependent on and inferior to the physician.ConclusionsWe have developed an intervention that positively influenced interprofessional comprehension of allied healthcare professions’ roles and illuminated misconceptions that still persist. Quantitative results support the conclusion that the TBL‐intervention improved students’ ability to identify roles, particularly OTs’. While thematic analysis revealed fewer misconceptions regarding professional roles compared to previous study results from students who did not benefit from the TBL intervention, several misconceptions remained prevalent. Implementing interventions focused on improving comprehension of professional roles, such as the one outlined herein, are important to reduce these pervasive misconceptions among the healthcare field.Support or Funding InformationThis study is funded by an International Association of Medical Science Educators (IAMSE) Educational Scholarship Grant.

Evidence-based practice collectively involves research evidence, clinician expertise, and patient preference while making health care decisions. Due to health care reform legislation, there is grea...

Introduction. The Commission on Accreditation in Physical Therapy Education and the Accreditation Council for Occupational Therapy Education require the integration of interprofessional education (IPE) into their respective educational programs. This follows reports from the Institute of Medicine and the World Health Organization that highlight the importance of IPE to prepare professionals for interprofessional collaborative practice. However, information related to practical strategies to incorporate learning experiences into the curriculum is sparse. The purpose of this study was to examine the impact of an interprofessional simulation on the self-efficacy of physical therapy (PT) and occupational therapy (OT) students and to explore student perceptions of the IPE experience to better understand their engagement in learning. Methods. The study sample included 51 first-year PT students and 36 third year OT students, all enrolled in a case-based class, respectively. A quasi-experimental pretest–posttest design was used to examine changes in self-efficacy for interprofessional learning among participants after an interprofessional simulation activity. Participants completed the Self-Efficacy for Interprofessional Experiential Learning (SEIEL) survey 1 week before the simulation activity (pretest) and 1 week after (posttest.) Qualitative methods were used to gather feedback from participants about the learning activity. Results. Self-efficacy scores for OT students and PT students on each SEIEL subscale were calculated. For the interprofessional interaction subscale, there was a significant main effect between pretest and posttest scores, with posttest scores higher than pretest scores. There was no difference based on whether they were an OT or PT student. Similarly, there was a significant main effect between pretest and posttest scores on the interprofessional team evaluation and feedback subscale, whereas there was no significant effect based on student discipline. Both OT and PT students reported they gained knowledge about the other profession's role, scope of practice, goals, and evaluation and treatment activities and described the opportunity to plan and problem solve as the most helpful aspect of this learning activity. Their responses indicated that they perceived the greatest learning through the direct hands-on time with the standardized patients and the rest of the time was not valuable as they were just watching. Discussion and Conclusion. Occupational therapy and PT students benefited equally with improved self-efficacy and positive learning outcomes. In a time with many uncertainties in IPE, this study provides evidence that a single, brief learning activity can be beneficial.

The purpose of this study was to examine the existence of preprofessional stereotypes in physical therapy (PT) and occupational therapy (OT) students at an urban midwestern university. Forty-two junior PT students and 42 junior OT students completed the Health Team Stereotyping Scale (HTSS) as a self-administered survey questionnaire. The students' total and individual word-pair scores on the HTSS were then compared. The first comparison, between the PT students' and the OT students' views of the PT profession, indicated that the PT students' assessment of the PT profession was more positive than that of the OT students. The second comparison, between the OT students' and the PT students' views of the OT profession, indicated that the OT students' perception of the OT profession was more positive than that of the PT students. Each student group chose both positive and negative descriptors for the other group. Some positive adjectives chosen by the OT students to describe PT students were "proud," "passive," and "precise." The PT students chose "casual" and "intentional" to positively describe OT students. Some negative adjectives chosen by the OT students to describe PT students were "overrated," "competitive," and "strict." The PT students described OT students as "passive," "dull," and "narrow." Both groups thought the other group was conventional and conservative. Awareness of the existence of positive and negative stereotypes may influence behaviors in preprofessional and professional environments.

In health care environment, members of different professions will provide patient care and rehabilitation. Physician assistant (PA) and Physical Therapy (PT) students have previously reported that an integrated gross anatomy course provided an opportunity for a better understanding of the scope of each discipline. PA and PT students participate in an integrated gross anatomy course at the University of Kentucky. During gross anatomy dissection lab PA and PT students work in mixed groups to complete a regional dissection. In order to strengthen interprofessional education and communication between PAs and PTs in a gross anatomy course regional interprofessional modules are being developed. Interprofessional modules are designed to examine a clinical case in a particular region. Students will complete assignments and a mastery quiz that focus on how their respective disciplines will use the anatomy within a region to provide care for the patient described in the case. In the anatomy laboratory time is provided for students of each profession to teach the clinical case to their colleagues. PA and PT students who have an understanding of how each discipline approaches and contributes to a treatment strategy will be better able to provide continuing care for patients. The development of interprofessional modules will provide directed study that will strengthen this educational approach.

<p><strong><em>Abstract</em></strong></p> <p>Purpose: This study sought to assess attitudes, mutual perceptions, and knowledge of each other’s professional roles as obtained from occupational therapy (OT) and physiotherapy (PT) students.</p> <p>Method: A cross-sectional study was carried out among OT and PT students in a Nigerian university. Fifty-six copies of a revised questionnaire were used as the survey instrument, all of which were returned fully completed. The data obtained were analyzed using descriptive statistics of mean and standard deviation, frequencies, and inferential statistics of chi-square tests. Alpha level was set at p<0.05.</p> <p>Results: Fewer PT students (16.7%) demonstrated good knowledge of the scope of OT, while 64.3% of OT students showed good knowledge of PT. There was a 100% positive attitude from both sets of students towards each other’s profession. 11.9% of the PT and 28.6% of the OT students perceived the two professions as being in direct competition. There was a significant difference between the PT and OT students surveyed in the knowledge of the other profession (χ<sup>2</sup> = 11.842, p = 0.001). </p> <p>Conclusion: More OT students were familiar with PT than PT students with OT. Both OT and PT students declared positive attitudes towards the other profession, with a minority in either group representing the view that the two professions are in direct competition.</p>

BackgroundDespite the global burden of chronic pain, gaps in pain education persist in healthcare programs. This study evaluated pain knowledge, attitudes, and beliefs among final-year physiotherapy (PT) and occupational therapy (OT) students in Jordan, compared these competencies between disciplines, examined the relationship between pain knowledge and beliefs, and explored significant predictors of pain knowledge.MethodsA descriptive, cross-sectional study was conducted using an online survey of final-year PT and OT students from three public universities in Jordan. Pain knowledge was assessed using the Revised Neurophysiology of Pain Questionnaire (RNPQ), and attitudes and beliefs toward pain and disability were measured with the modified Health Care Providers’ Pain and Impairment Relationship Scale (HC-PAIRS). Students also reported perceived sources of pain knowledge. Data analysis involved non-parametric tests for group comparisons, Spearman correlations to assess the RNPQ-HC-PAIRS association, and multiple linear regression to identify predictors of RNPQ scores.ResultsA total of 216 students completed the survey (PT: n=149; OT: n=67). PT students demonstrated higher RNPQ scores and lower HC-PAIRS scores than OT students (both p< 0.001), indicating a better understanding of pain neurophysiology and more adaptive pain beliefs. Across the total sample, RNPQ and HC-PAIRS scores were inversely correlated (ρ = –0.334, p< 0.001). Regression analysis identified discipline (PT vs OT), endorsing university courses as a primary pain knowledge source, and HC-PAIRS scores as significant predictors of RNPQ scores (adjusted R2 = 0.855, p< 0.001). A significant interaction showed that PT students derived greater pain knowledge gains from university courses than OT students.ConclusionFinal-year PT and OT students in Jordan exhibited limited pain knowledge and persistent biomedical beliefs, with PT students outperforming OT students. University courses were the strongest predictor of pain knowledge, underscoring the need for integrating evidence-based pain curricula with a biopsychosocial focus in both disciplines.

Literature suggests that increased interaction between physical therapy and occupational therapy students may improve their understanding of each other's profession. This cross-sectional study examined positive and negative stereotypes in an educational setting in which physical and occupational therapy students take over 25% of their curricular courses together. The aim of the study was to assess whether interaction between these students in and out of the classroom positively affected their views of each other, as compared with physical and occupational therapy students in previous studies who did not take classes together. Senior students, 25 physical therapy and 28 occupational therapy, completed two copies of the Health Team Stereotype Scale questionnaire exploring attitudes concerning their own chosen profession and the other participants' profession. They also completed an extracurricular activities survey to indicate how much they participated in activities outside of the classroom with students from the other profession. On the stereotype scale, physical therapy students' self-assessment compared with their assessment of occupational therapy students yielded 28 significantly (p<.05) different adjective pairs; occupational therapy students' self-assessment compared with their assessment of physical therapy students yielded 26 significantly (p<.05) different adjective pairs. The students rarely or never participated in extracurricular activities with each other. When comparing present results with those of previous studies, present subjects selected significantly fewer negative adjective pairs to describe the other profession. The results indicate a more positive view of each other's profession than in the previous studies. The interdisciplinary education model examined in our institution may have fostered positive attitudes among students in these programs.

Given the foundational importance of gross anatomy in most allied health programs, understanding how to best predict student performance can be beneficial both to admissions and anatomy faculty. The purpose of this research is to better understand the relationship between admissions variables, pre‐requisite courses, and gross anatomy coursework in professional programs. We hope to determine what elements of prerequisites can possibly serve as performance predictors and which factors from prior coursework contributes the most to student success.With IRB approval, surveys were given at the start and end of the gross anatomy courses for occupational therapy (OT) and physical therapy (PT) students. The surveys collected demographics, previous anatomy course information, predicted grades for the upcoming course, and Likert scale responses to questions regarding how previous anatomy coursework would assist students in the course. There were several open‐ended questions regarding prior clinical experience, study strategies, and asking if students would recommend a prior anatomy course. Admissions data were collected from the respective departments including Graduate Record Examination (GRE) scores and Grade Point Averages (GPA). At the completion of the courses, students' lecture and lab grades were reported by the course director. Analyses of the admissions data, prior anatomy coursework, and current gross anatomy grade data were done primarily through multiple variable linear regression, with t‐tests for comparison between cohorts. Open ended responses were analyzed using a Grounded Theory approach to generate codes and then themes across student responses.There was a 100% survey response rate for those students who completed the courses. Respondents consisted of 83 students, 51 from PT and 32 from OT. All of the OT students reported having previous anatomy coursework and 46 of 51 PT students (90%) reported having an anatomy course. Independent t‐tests showed that PT students performed significantly better than OT students (p &lt; 0.001) in both the lecture courses (MPT = 93.39, SE = .57; MOT = 85.97. SE = .97) and lab courses (MPT = 93.96, SE = .58; MOT = 88.80. SE = 1.02). Multiple variable linear regression showed that GRE Quantitative scores contributed significantly to the model (B = .400, p = .006) and when included with GRE Verbal, prerequisite GPA, and number of prior anatomy courses the model was significant, F(4,78) = 8.033, p &lt; .001 and accounted for almost 30% of the variance. Qualitative analysis showed the majority of students strongly recommended an anatomy course prior to pursuing an OT or PT graduate degree with the most common themes being the management of the volume of information and the importance to the profession. The outcomes serve to demonstrate the validity of admissions variables as predictors of course performance in gross anatomy as well as to determine students' opinions of the value of prior anatomy courses. Student insight into the value of previous anatomy coursework can possibly help guide anatomy educators, at both the undergraduate and graduate level, in determining the focus of their courses.This abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.

Introduction Metacognition, the ability to plan, monitor, and assess one's understanding and performance, has been shown to improve student learning outcomes. Anatomy is often recognized as one of the toughest courses in professional health care curricula, and students enrolled in such courses could potentially benefit from metacognitive activities. Therefore, the purpose of this study was to explore the changes in metacognition of allied health students as they progress through a gross anatomy course. Methods First-year physician assistant (PA), physical therapy (PT), and occupational therapy (OT) students (n=129) participating in a doctoral-level anatomy course were invited to participate in this IRB-approved study. The course was conducted entirely online due to COVID and consisted of asynchronous lectures and virtual synchronous laboratory sessions. Students’ anatomical knowledge was assessed with four exams. At the beginning and end of the course, students were invited to complete a de-identified pre-/post-survey including the Metacognitive Awareness Inventory (MAI), a 52-item survey that assesses metacognition. Pre- and post-MAI scores were analyzed in SPSS using Spearman's rho, Wilcoxon Signed Rank, and Kruskal-Wallis H tests. Throughout the course, students were then asked to participate in reflective discussion boards to encourage development of metacognitive skills. Topics included study strategies, comprehension monitoring, exam reflections, and advice for future students. Discussion board posts were thematically analyzed by two researchers, with coding disagreements discussed to consensus. Results A total of 113 (88%) and 59 (46%) students completed the pre- and post-surveys, respectively, resulting in 52 matched pairs (40%). As a whole, students significantly increased their metacognition scores after completion of the course (p<0.01). Several specific findings were noted, for example that PA students were found to monitor their learning less frequently compared to PTs and OTs (p=0.03). Discussion board participation ranged from 97% to 22%, with a steady decline over time. Qualitative analysis of discussion board posts revealed students reported changing their study strategies the most between Exams 1 and 2, after which they relied on existing strategies. Students frequently cited time constraints, time management, and volume of material as major factors that made anatomy difficult to learn. Indeed, students understood the educational value of the discussion boards but chose not to participate to prioritize studying the course content. Conclusion Overall, students were more receptive to metacognitive activities and modifying study strategies early in the course. As time progressed, receptiveness decreased, mainly due to time constraints. At this point, students tended to “double-down” on strategies that worked previously rather than continuously monitor and modify their approach to studying. Significance To maximize effectiveness, metacognitive activities peripheral to the course content should be positioned early in the course when students are more receptive. Students will then be well-equipped to learn but can focus their limited time on course content.

Introduction Most professional programs, including those in the allied health fields, require undergraduate anatomy coursework as a prerequisite for admission. However, these courses are often variable in course objectives, content, and difficulty. Despite anatomy serving as a foundational discipline within professional school, there has been little research to determine anatomy preparedness among matriculating professional students. Therefore, the goal of the current study was to determine whether student performance on a quiz given prior to the start of a professional anatomy course, as a measure of students’ incoming anatomy knowledge, correlated with performance in the course. Methods In an IRB‐approved study, occupational therapy (OT), physical therapy (PT), and physician assistant (PA) students (n=128) enrolled in an anatomy course were administered a 20‐question pre‐quiz prior to the start. It consisted of general anatomy questions that instructors felt students should be able to answer based on knowledge obtained in undergraduate coursework. Kendall's tau correlation analyses were performed correlating student pre‐quiz performance with written and practical exam scores (n=4 each) and cumulative course score. Students were asked to complete a post‐course survey asking them to indicate what knowledge they felt they needed prior to the course from pre‐determined topic choices (e.g. anatomy terminology, neuroanatomy, etc.) or open responses if desired topics were not listed. Results The pre‐quiz scores significantly and positively correlated with all four written and practical exam scores (p&lt;0.05), except for the second written exam (p=0.06). Pre‐quiz scores also significantly and positively correlated with the cumulative course score (p=0.005). We received 59 viable responses (46%) to the post‐course survey. The top four topics that students wanted to review included: central vs. peripheral nervous systems (49%, n=29); anatomy terminology (41%, n=24); basic imaging (41%, n=24); and bones (overall structure, classifications, landmarks; 39%, n=23). Responses differed by program, such as study techniques being the second highest choice for PT students, but not a top choice overall in the cohort. Conclusion This study found that pre‐professional anatomy knowledge significantly correlates with performance in a professional gross anatomy course throughout the duration. This study expands on our previous work, which used a 6‐question pre‐quiz. With the pre‐quiz expanded to 20 questions in the current study, the number of significant correlations with exam performance increased dramatically. Using survey data, we will create videos that review the most requested topics and make them available to students at the beginning of the course. The intention is to increase students’ foundational anatomy knowledge, thereby easing their transition into professional school. We are also expanding this study to professional physiology courses, which also serve as a foundational course. Significance These data identify a correlation between students’ incoming anatomy knowledge and performance in a professional allied health course and could allow instructors to identify early on those students with a weak anatomy foundation to guide them to successful course performance.

Comparison of Third-Year Medical and Physical Therapy Students' Knowledge of Anatomy Using The Carpal Bone Test

By examining occupational therapy (OT) and physical therapy (PT) students' attitudes toward intellectual disability (ID), Vermeltfoort and colleagues draw our attention to the importance of training and educating health professionals to meet the rehabilitation needs of diverse populations.1 The authors used an online questionnaire to examine 225 Ontario MScOT and MScPT students' attitudes toward, experience with, and willingness and preparedness to work with the ID population. They found that while the majority of students were willing to work with adults living with ID, more than half did not feel adequately prepared to interact with this population in the rehabilitation setting. Furthermore, 75.4% of students reported inadequate knowledge as the main contributor to their feelings of unpreparedness. Vermeltfoort and colleagues conclude that further research is needed to address potential curriculum gaps in Ontario MScOT/PT programs.1 Intellectual disabilities are not uncommon; in fact, about 1% of the global population lives with an ID.2 ID is frequently associated with health complications such as epilepsy and other seizure disorders, abnormalities in motor function, impairments in hearing and vision, and psychopathology.3 Thanks to significant increases in life expectancy for people with ID, there is a need to better train and prepare health professionals to meet the health care needs of adults with ID.4 Rehabilitation practitioners will play an essential role in meeting these needs, and it is therefore troubling that OT and PT students do not feel adequately prepared to work with this population. Also, although it may seem encouraging that students report a “neutral” attitude toward people with ID, this finding warrants further explication. As both of these issues have significant implications for rehabilitation training and curriculum reform, I will further explore the concept of attitudes and knowledge (in relation to skills and competency) in this commentary. People with ID experience many health conditions that are either under-recognized or inadequately managed.5 Research has established that health care workers' knowledge and attitudes have a significant impact on the health care experiences of people with ID.6 The study by Vermeltfoort and colleagues is particularly helpful because it identifies the major barrier that hinders OT/PT students in working with this population: they feel unprepared because they lack an adequate knowledge base.1 Other health disciplines have addressed similar knowledge-base issues by conducting surveys that identify the clinical skills used within their practice area; for example, the clinical skills needed for nurses working with the ID population include assessment, communication and consent, and violence prevention and management, as well as broader skills such as those required for managing epilepsy and mental health issues.7 Identifying core competencies for OT/PT may be the first step toward developing ID-specific rehabilitation curriculum content. Enhancing students' skill sets may improve their self-efficacy and competence, thus helping to decrease health care disparities between people with ID and the general population. However, skills alone are not enough to ensure a positively impact on the care provided to people with ID; we must also recognize the correlation between attitudes and emotional responses to working with these clients. Because a less than positive attitude may evoke negative emotional responses from health professionals, ultimately affecting the quality of care they provide,8 it may not be sufficient for OT and PT students to express “neutral” attitudes toward working with the ID population; curricula may need to integrate purposeful, positive experiences. Face-to-face experience with people with ID is one way of generating more positive attitudes and increasing students' confidence in treating this population.9 Although Vermeltfoort and colleagues note that the majority of the students they surveyed reported prior exposure to people with ID neither the quality nor the type (positive or negative) of that exposure was reported. Nonetheless, evidence supports the inclusion of experiences for both students and clinicians to promote positive contact and to help to reduce any fear associated with working with people living with ID.10,11 This goal can be achieved through various means, including fieldwork experience, clinical placements, and interactive guest speakers. OT and PT curricula must incorporate a thoughtful range of varied experiences to enhance students' exposure to and familiarity with this population. Vermeltfoort and colleagues draw our attention to the importance of establishing curricula that better prepare OT and PT students to work with the ID population.1 This is an important contribution to the literature because it raises awareness of the need to strengthen and enhance current curricula and training. If teaching is to be pedagogically and clinically valid in generating adequate knowledge to address the health care needs of the ID population, curricula must not only address the clinical skills required to work with people with ID but also create opportunities to develop positive attitudes toward this population. Clearly, OT and PT students need to be adequately prepared to work with diverse populations, including people living with ID, regardless of the clinical setting. Therefore, we must be diligent in keeping abreast of changing demographic needs and the evolving demands of the health care system, to ensure that OT and PT curricula are adequately preparing students for current and future practice.

This pilot study was designed to assess the perceptions of physical therapy (PT) and occupational therapy (OT) students regarding the use of computer-assisted pedagogy and prosection-oriented communications in the laboratory component of a human anatomy course at a comprehensive health sciences university in the southeastern United States. The goal was to determine whether student perceptions changed over the course of a summer session regarding verbal, visual, tactile, and web-based teaching methodologies. Pretest and post-test surveys were distributed online to students who volunteered to participate in the pilot study. Despite the relatively small sample size, statistically significant results indicated that PT and OT students who participated in this study perceived an improved ability to name major anatomical structures from memory, to draw major anatomical structures from memory, and to explain major anatomical relationships from memory. Students differed in their preferred learning styles. This study demonstrates that the combination of small group learning and digital web-based learning seems to increase PT and OT students' confidence in their anatomical knowledge. Further research is needed to determine which forms of integrated instruction lead to improved student performance in the human gross anatomy laboratory.

Health professions education is undergoing dramatic curricular reform to better integrate basic and clinical sciences. These efforts present unique challenges to human anatomy courses involving cadaveric dissection which require significant student contact hours and faculty trained in anatomical sciences education. To overcome these challenges, institutions have implemented peer‐to‐peer presentation of content via reciprocal peer teaching (RPT), a technique shown to be successful in many studies. The objective of this study was to determine the effects of RPT on student learning outcomes in a physical therapy human anatomy curriculum delivered simultaneously across multiple campuses.Sixty‐six first year physical therapy (PT) students (50 at the home site and 16 at the satellite site) were organized into two RPT groups and directed to alternate between peer teacher/learner roles for cadaveric dissection laboratories in the 16 week anatomy course. RPT was employed for the first 30 minutes of each dissection laboratory, at the end of which the peer teachers would leave the laboratory and peer learners would stay to continue the dissection. Student learning outcomes were assessed by three written (MCQ) and practical (constructed response) unit examinations. PT student performances were compared to 66 first year physician assistant (PA) students (50 at the home site and 16 at the satellite site) who concurrently attend the same didactic lectures and take the same examinations but attend all cadaveric dissection laboratories and do not participate in RPT. All satellite students simultaneously receive the didactic lectures via live two‐way video communication and have disparate but comparable laboratory experiences.Statistical analysis of group means was performed for both written and practical examinations. Units I (upper extremity and superficial back) and II (head and neck) examination data show PA students outperforming PT students in both written (Unit I: 80.47% vs. 74.93%; Unit II: 81.54% vs. 73.31%) and practical (Unit I: 82.45% vs. 77.44%; Unit II: 80.04% vs. 73.35%) examinations (p&lt;0.05). Due to ongoing data collection in the current semester, initial analyses are limited to units I and II examination data. Additional comparison of performances between RPT groups (relative to their separate dissection experiences), home and satellite populations, written and practical examinations, and combinations therein will be completed with final course data. Additionally, student evaluation feedback regarding RPT will be analyzed to identify common themes.RPT has been shown to be successful in many studies; however, preliminary results of this study suggest RPT decreases learning outcomes for students. Many variables could contribute to this finding, including the theory that time spent dissecting leads to increased student learning outcomes. Effectively and comparably implementing RPT in a dissection‐based cadaveric human anatomy course across multiple campuses poses exceptional challenges. A multifaceted analysis of these variables will help quantify RPT efficacy and better understand student motivations and learning strategies.