The Design and Evaluation of Occupational Therapy Introductory Anatomy E‐Modules

Abstract

Introduction Occupational therapy is a graduate level program attracting students from diverse backgrounds, including those from non-science fields. It is necessary for these students to understand anatomical structure-function relationships and their impacts on occupational performance to effectively manage patients with complicated physical needs. However, anatomy is not a prerequisite for entry into the program at Western University and previously, many students struggled with basic anatomical concepts due to the diverse educational background. Therefore, this study aims to develop introductory learning modules that will prepare students for the more applied anatomical concepts discussed in the program. Methods Using Mayer's (2010) cognitive theory of multimedia learning as a guideline, four introductory anatomy e-modules were developed to introduce novice students to basic anatomical terminology and systemic anatomy. A knowledge test was developed and distributed to first year students within the Master of Occupational Therapy program prior to the release of these e-modules, and again a month after the completion of the modules. Subsequently, scores were compared to assess the effectiveness of the e-modules at improving participant understanding of anatomy. In addition, an evaluation survey was distributed to examine learner's perceptions of beneficial multimedia design components within the e-modules. Results Test results indicated significant improvement in student performance following the implementation of the introductory e-modules (pre-test: x̅ = 57.8%, post-test: x̅ = 88.2%, p < 0.05). Furthermore, cluster analysis identified participants within the low performer group benefited the most from the e-modules (Mean Difference = 43%, p < 0.05). Overall, relevant case studies and practice questions were identified by participants as components essential for enhancing the learning experience. Conclusion This study builds upon Mayer's theory of multimedia learning to develop e-modules design features and subsequently identifies corresponding components that students perceive as useful for learning. Introductory modules were effective at improving student's understanding of basic anatomical concepts. Despite minimal prior anatomy experience, completion of the modules brings novice students to baseline knowledge level similar to those with more experience. Further research will examine the impact of module completion on student's performance in their anatomy course, with specific attention to those with no prior anatomy experience upon entry into the program.