Use of Virtual Anatomy and Physiology Laboratory Exercises: Evaluation of Student Learning

Abstract

Assessment of student learning in anatomy and physiology is an important aspect of science curriculum in undergraduate and graduate education. The use of computer models for anatomic instruction and physiology exercises is increasingly popular for a variety of reasons (logistical, cost, convenience, etc). There remains legitimate concern, and debate, about the effectiveness of this modality as evidenced by learning outcomes. This study continues previous work where we have examined student experiences objectively (student performance), and subjectively (student assessment) comparing virtual and traditional dissection modalities of education. Student evaluation records and exam performance records were recorded over a nine semester period. These were divided into two groups: group 1 participated in primarily traditional methodology (cadaver dissection, physiology lab exercises) and group 2 participated in primarily virtual lab exercises. The mean class test scores in group 1 was 74.7%, and group 2 was 78.8%. The average student evaluation scores were 2.92/3.00 in group 1, and 2.98/3.00 in group 2. By the Student "t" test on the binomial distribution, student performance was statistically different among the two groups when measured objectively, or assessed subjectively. These results suggest that use of computerized models and exercises is as effective as traditional use of cadavers in the undergraduate setting, when measured by student achievement of learning outcomes, and student's subjective perception of the experience.