Teacher Knows Best: Student‐requested YouTube‐based Pre‐matriculation Resources do not Alleviate Student Anxiety in Anatomy

Abstract

RationaleEmerging trends in the literature report student preference for and dependence on video‐based resources. These sentiments were echoed by students at Oakland University William Beaumont School of Medicine (OUWB) through focus groups and course evaluations. These data supported the creation of a series of YouTube videos, to deliver introductory information (such as the structure of the anatomy curriculum, facilities, and resources) to students prior to their matriculation. The aim of this investigation was to assess if anatomy pre‐matriculation videos would affect students’ anatomy specific state anxiety levels.MethodsTwo professionally‐produced YouTube videos covering introductory topics, were distributed to 2019 matriculants. These videos were designed according to Meyer’s 12 Principles of Multimedia Learning, and in‐line with Cognitive Load Theory. To evaluate the longitudinal impact of the videos, students completed the State‐Trait Anxiety Inventory and a demographic questionnaire in 2018 (n=120; 94% response rate) and 2019 (n=118; 95% response rate), with the 2018 cohort serving as a historical control for comparison.ResultsThese data confirmed equivalence between the two groups in terms of general trait anxiety between 2018 and 2019 (Independent Samples Mann‐Whitney U; p = 0.854). Equivalence was observed between the two cohorts in terms of anatomy specific state anxiety, even when student video exposure was controlled for (Independent Samples Kruskall‐Wallace; p = 0.495). These data did confirm a long‐held suspicion among educators, revealing that anatomy specific state anxiety is significantly lower in those students with prior anatomy exposure (Independent Samples Mann‐Whitney U; p=0.006). Further inquiry into students’ prior anatomy experience identified that individuals with post‐secondary dissection experience are significantly less anxious than their peers without anatomical experience (Independent Samples Kruskall‐Wallace, with Bonferroni correction; p=0.023).ConclusionsThese results may serve as a cautionary tale to educators who are considering curricular reform in anatomy with the intention of reducing student anxiety. While student preference for video‐based instructional materials may be prevalent, videos fail to prepare students for the psychological impact of the dissection experience.Support or Funding InformationDepartment of Foundational Medical Studies at Oakland University William Beaumont School of Medicine