The effectiveness of utilizing pre‐lecture and interactive lecture models on student learning outcomes in undergraduate functional anatomy courses (719.10)

Abstract

Functional anatomy is a challenging course that is required for many undergraduate kinesiology majors. Traditional lecture (TL) models have shown poor results with regards to quiz and exam performance. Pre‐lecture (PL) and interactive lecture (IL) models have shown positive results on class performance outcomes in other scientific disciplines. The objective of this investigation was to determine if utilizing an IL or a PL model would improve quiz and exam performance in undergraduate functional anatomy courses. Quiz and exam performance measures were analyzed from TL (n = 135), IL (n = 193) and PL (n = 22) course delivery models in several sections of a functional anatomy course. All quiz questions and 70% of exam questions were consistent across all sections of the course and used for comparison. A one‐way ANOVA analysis revealed significant differences in exam and final grades. Post‐hoc Student’s t‐tests revealed significant differences in exam and final grades between TL and PL and TL and IL groups, but no differences between PL and IL. See Table 1 for mean and standard deviation values for each group. Quizzes were completed open book therefore; not finding a difference between groups was not surprising. Overall, results indicate that IL and PL models are effective for teaching undergraduate functional anatomy courses and significantly improve student exam and course performance compared to TL. Table 1: Group Means Group Mean Quiz Score % Mean Exam Score % Mean Final Course Score % Traditional 84.1 ± 10.6 78.4 ± 11.2 81.0 ± 10.9 Interactive 84.2 ± 12.0 82.0 ± 11.6* 83.6 ± 11.8* Pre‐lecture 85.9 ± 11.0 83.8 ± 6.9* 87.7 ± 7.0* (*) denotes significant difference from traditional group (a < 0.05).