Anatomy Students Research Articles

Novel Osteo Refurbishment Method and Choice of Colouring Materials for Anatomy Specimens.

The introduction of competency-based medical education curriculum and a shifted focus towards self-directed learning (SDL) in medical schools across the world has necessitated a reduction of didactic teaching hours. Museum specimens are an indispensable tool in anatomy teaching and can play a pivotal role in fostering and reinforcing SDL. Coloring of specimens makes it attractive and facilitates understanding anatomy. The aims of this study were: (1) weigh up the two commonly used coloring materials in anatomy viz. acrylic paint and nail polish; and (2) to assess the perception of anatomy students towards a Novel Osteo Refurbishment Method (NORM) for restoration of partially damaged osteology specimens. Undergraduate and postgraduate students of anatomy were recruited in the study. Participants responded to a 5-point Likert scale questionnaire. Obtained data were analyzed using Microsoft Excel version 2019. For a comparison of the two coloring agents Mann-Whitney U test was applied to the responses toward the Likert scale-based questionnaire. P-value <0.05 was considered significant. Out of 318 study participants, 63.7% and 36.3% of the respondents were male and female, respectively. 90.5 % were new entrants to university and the remainder 9.5% had a prior university degree. Students found the acrylic paint to be a better coloring agent and they also opined that NORM generated refurbished osteology specimens could serve as a useful self-learning tool. Acrylic paint was found to be more suitable as compared to nail polish with significant p-value in most of the parameters tested. Acrylic colour holds a good place in coloring both specimens and models in anatomy. Nail polish can be an alternative but with some noted disadvantages. The initial experience with NORM yielded encouraging results with potential practical utility.

A Comparative Study of the Effect of Two Methods of Online Education Based on Sweller'S Cognitive Load Theory and Online Education in A Common Way on the Academic Engagement of Medical Students in Anatomy.

One of the most important indicators of the quality of education and academic achievement is students' academic engagement, and the progress of using online education has fundamentally changed the learning-teaching processes Therefore, the aim of this study was to compare the effect of two methods of online education based on Sweller's cognitive load theory and online education in a conventional method on the academic engagement of medical students in anatomy. The present study was a quasi-experimental study with two groups not identical to the before and after design. To collect information, the Shuffle and Becker academic engagement questionnaire with Cronbach's alpha of 0.85 was used. The subject was 104 basic science students. General medicine students were divided by non-random method into two groups of intervention (n = 52) and control (n = 52). After the intervention, a post-test was taken. After collecting data, this data was entered into SPSS software version 24. The results of the independent t-test showed that there is a statistically significant difference between the mean scores of academic engagement in the control and intervention groups after the intervention and also, the results of the dependent t-test showed that online teaching of anatomy course based on Sweller's cognitive load theory has a positive and significant effect on medical students' academic engagement. Considering the results of this study and the significant effect of online education based on cognitive theory, it is suggested that teachers and educators be educated about the basic principles of load cognitive theory so that they can apply these principles due to the limited capacity of active memory.

Study on motivation factors and their affectiveness among the students of anatomy

Nowadays, we see in many medical students a real demotivation whatever the discipline involved. This has disastrous effects in the student world resulting in a lack of interest in courses on the one hand but also the abandonment of medical studies on the other.The objective of this work was to identify the motivation factors of anatomy students of first and second years, determine the different types of motivation, assess the degree of motivation, and make recommendations to improve the motivation of anatomy students particularly, and generally during medical studies.In this context, we conducted a cross-sectional and descriptive study with L2 and L3 medical students at Gaston Berger University in Saint-Louis in the 2021/2021 academic year.We collected 135 questionnaires from 153 students, giving a response rate of 88.2%. Most respondents were male. The overall degree of motivation was 77.85% with no significant difference between the two sexes.Motivation is probably the most important factor that teachers can target to improve learning. A better understanding of the determinants and indicators of motivation could, to some extent, improve medical student training.

Importance of online self-assisted assessments for medical students in knowledge acquisition.

Assessment is an important aspect of teaching and learning in medical education. Regular early assessments create scope for improvement in students, and this digital era technology should be utilized for ease of administration. E-assessment involves the usage of technology to create, deliver, collect, and provide feedback to the students. The present study aims to understand the importance of online assessment and the preference of students with difficulties faced and the methods of improvement. This study was a cross-sectional descriptive study conducted among fifty-six undergraduate medical students, where forty-five objective structured practical questions (OSPEs) were administered to the students in anatomy. After the assessment, feedback was collected in the form of a fifteen-item questionnaire. The responses were graded using a five-point Likert scale and represented in the graphs using Microsoft Excel software. The feedback collected has the following responses. The prosected specimen pictures used in the exam, with pointers and markers, were clear and oriented for which 77% agreed, the pointers and markers were clear and easy to identify for which 79% agreed, and 66% preferred the traditional method of assessment over the online mode of assessment and 48% were neutral on the question of whether E-assessment improves knowledge and skills. Most of the students preferred the traditional method of assessment over the online method of assessment. Traditional methods of teaching or assessment cannot be replaced by online methods, but technology can be utilized as an addition to regular mode to improve the outcome. Regular early formative assessments help teachers to understand areas of deficiency and help students in improvement. E-assessment can be adapted for formative assessment and regular practice because of their ease of administering and providing feedback simultaneously.

Impact of the COVID-19 Pandemic on Undergraduate Students Studying Anatomy and Physiology of Speech and Hearing: A Pilot Investigation

The purpose of this pilot study was to define what changes were experienced in the Fall 2020 semester by students in an undergraduate anatomy and physiology of speech and hearing course and highlight any differences in the experience of first-generation college students (FGCS). An online survey was administered to a single class of undergraduate students. Results indicated that students experienced a variety of challenges related to the pandemic and virtual learning. Differences in the experiences of FGCS compared to traditional students included increased hours worked and feelings of being overwhelmed and spending less time on course content each week. Future research is warranted to investigate these trends within a more representative population and identify ways that academic support can be utilized to improve student success.

Students' approaches to learning anatomy: The road to better teaching and learning

Introduction: The quality of medical and nursing student’s anatomical knowledge and their experience in learning anatomy assists them in their health-care professions and it is largely influenced by their approach to learning. The main aim of this study was to investigate medical and nursing students’ approach to learning anatomy at Sultan Qaboos University, Oman. Material and Methods: This survey-based cross-sectional study was conducted among 250 students. The Study Process Questionnaire was used to measure students approach to learning anatomy. The association between the approach to learning anatomy and demographic information such as gender, previous anatomical knowledge, and academic performance was also analyzed. Results: Of the 250 distributed questionnaires, 205 completed questionnaires were obtained with an 82% response rate. The analysis revealed that the deep approach (DA) mean score was significantly higher than the surface approach (SA) mean score for medical and nursing students, collectively (34.81 vs. 28.62, P < 0.05), medical students alone (34.96 vs. 26.83, P < 0.05), and nursing students alone (34.62 vs. 30.62, P < 0.05). There was no association between the approach to learning anatomy and gender among medical students nor nursing students. There was a positive correlation between the DA score and both the overall academic performance (r = 0.33, P < 0.01) and the performance in a previous anatomy course (r = 0.33, P < 0.01). Discussion and Conclusion: The results provide important feedback to anatomy teachers and students for effective teaching and learning anatomy. The study also provides baseline data for future research on factors influencing students’ approaches to learning anatomy.

Assessment of Motivation in Human Anatomy and Physiology Students

Assessment of Motivation in Human Anatomy and Physiology Students

Can drawing instruction help students with low visuospatial ability in learning anatomy?

Visuospatial skills are considered important attributes when learning anatomy and there is evidence suggesting that this ability can be improved with training techniques including drawing. The Mental Rotations Test (MRT) has been routinely used to assess visuospatial ability. This study aimed to introduce students to drawing as a learning strategy for anatomy. Undergraduate speech science anatomy students took part in a drawing tutorial (n=92), completed an MRT test, pre- and post-tutorial tests, and surveys regarding their use and attitudes toward drawing as a study tool. The impact on their examination performance was then assessed. Regardless of MRT score or attitude to drawing, students who participated in the drawing tutorial demonstrated immediate improvement in post-tutorial test scores. Students in the drawing group performed better in most anatomy components of the examination, but the result did not reach statistical significance. There was only a positive correlation between MRT score and one type of anatomy question (non-image-based) and speech physics questions (r=0.315, p=0.002). The unexpected finding may relate to the MRT which assesses spatial rather than object visualization skills. Students who liked drawing also performed significantly better in word-based and speech physics questions. It is likely that the style of identification question did not require the mental manipulation ability assessed in the MRT. This study demonstrated that students with lower MRT scores are not outperformed in all aspects of anatomy assessment. The study highlights the importance of a more nuanced understanding of visuospatial skills required in anatomy.

A foundational knowledge assessment tool to predict academic performance of medical students in first-year anatomy and physiology.

Misalignments in teaching pedagogies between secondary schools and tertiary institutions have exacerbated educational disparities among students from different backgrounds. Given the variation in students' educational background and competencies, there was a need to develop an Anatomy and Physiology (A&P) Foundational Knowledge Assessment to establish the levels of preparedness of first-year medical students. Previous work that focused on the development of the assessment showed it to be effective in measuring students' foundational knowledge in human anatomy and physiology. The aim of this study was to assess the validity of the A&P Foundational Knowledge Assessment in determining students' prior knowledge and predicting academic performance of first-year students in their anatomy and physiology studies. Three hundred seventy first-year students, across two cohort years, 2017 and 2018, completed the A&P Foundational Knowledge Assessment. Data were analyzed through descriptive statistics, analysis of variance, and Pearson's correlation. Results show that for both cohorts ∼30% of students scored ≤55% and were potentially at risk of performing poorly in their anatomy and physiology studies. Pearson's correlation showed a significant relationship between students' performance on the foundational knowledge assessment and their anatomy and physiology assessments. For both cohorts, >10% of students identified by the A&P Foundational Knowledge Assessment were at risk of either failing the course, entering an extended degree program, or being excluded from the program. Results indicate that the assessment is a good predictor for differentiating medical students' performance in first-year anatomy and physiology.NEW & NOTEWORTHY The development of a foundational knowledge assessment tool to predict academic performance of medical students in first-year anatomy and physiology.

Academic Performance and Perceptions Regarding the Flipped Classroom Strategy in the Subject of Human Anatomy

Background: The flipped classroom is considered an initial path to introduce blended learning; however, studies on this strategy are incipient in the discipline of Human Anatomy. Objective: To analyse the impact of the flipped classroom on the performance of Human Anatomy students in health courses and their perceptions regarding the learning process. Design: It is characterised as a mixed approach case study. Setting and Participants: Two groups of Human Anatomy students from courses in the health area of a university in the metropolitan region of Porto Alegre/RS. Data collection and analysis: Flipped classes were held, with digital hypertexts as prior material and application activities in the face-to-face stage. Data were collected by questionnaires and analysed by the scores of answers and McNemar's statistical test (quantitative) and by content analysis (qualitative). Results: The results showed statistical significance in the dichotomous questions in relation to performance. As for the perceptions, there was agreement on the aid of the flipped classroom for learning in the two groups. It was also observed that the perceptions regarding the understanding of the content became more satisfactory as the classes evolved. Conclusions: The flipped classroom was presented as a potential strategy in teaching and learning in the subject matter of human anatomy in the investigated context.

Perception and attitude toward online versus traditional anatomy teaching: An internet-based cross-sectional study among Indian medical students during COVID pandemic

Background: The COVID-19 pandemic necessitated conduction of online medical education in India in both synchronized and asynchronized modes. Before the pandemic, the online teaching had very limited role in anatomy education in India. Aims and Objectives: This study was conducted to know the student’s perceptions and attitudes regarding online versus traditional anatomy teaching, the problems hindering online anatomy learning, and the areas of anatomy students enjoyed in virtual lessons. Materials and Methods: A cross-sectional study was done among the 1st year medical students of various institutions of India based on a questionnaire applied by Google Forms. Relevant information on student’s sociodemographic profile and their perception toward online versus traditional anatomy teaching were obtained. Four-point Likert scale was used for the responses on perception of teaching. Two hundred and fifty-two responses were studied and statistically analyzed. Results: Two hundred students (79.36%)used smartphones and 205 students (81.34%) used mobile internet in online learning. More than 90% of students preferred traditional anatomy teaching whereas less than 50% of students liked online anatomy teaching. In comparison with gross anatomy, students preferred online teaching of embryology, histology, and radiological anatomy. One hundred and six students (42.06%) opined that the internet problems were the major obstacle and 87 students (34.52%) considered the physical problems as main hindrances in online classes.Statistically significant increase in screentime after commencement of online class was seen among study participants. Conclusion: Majority of students preferred (statistically significant) traditional anatomy teaching over online anatomy teaching. Although students enjoyed online learning on selected topics of embryology, histology, and radiological anatomy, the main hindrances encountered in online anatomy classes were internet problems and physical problems.

Is cadaveric dissection essential in medical education? A qualitative survey comparing pre-and post-COVID-19 anatomy courses.

With the surge of the novel coronavirus (SARS-CoV-2 [COVID-19]), the modality of teaching anatomy has shifted from in-person cadaveric dissection to virtual lessons for incoming first-year medical students. As a result, we aim to assess the impact that this curriculum change has on student perspectives. This study aims to understand the relative effect of a virtual anatomy course implemented during the pandemic (2019-2020) on the confidence, skills, and perspectives of first-year medical students compared to medical students who had traditional in-person anatomy at Rowan University School of Osteopathic Medicine (Rowan SOM) in Stratford, New Jersey. The authors developed a 14-question survey to target gross anatomy students of the Classes of 2023 and 2024at Rowan SOM. The Class of 2024 had a virtual anatomy lab compared to the Class of 2023, who had an in-person anatomy lab in their first year of medical school. The responses were analyzed to understand the difference between a hands-on cadaver lab and a virtual anatomy lab utilizing SPSS. The survey was administered to approximately 400 people, from which we received 149 responses (37.3%). Among all responses, 36.2% (n=54) belonged to the Class of 2023 who encountered hands-on cadaver experience, whereas 63.8% (n=95) belonged to the Class of 2024 who gained virtual anatomy lab experience. An independent t-test statistical analysis was utilized. Under the confidence domain, when students were asked about the understanding of trauma after their respective anatomy labs, 64.0% of the Class of 2023 (n=50) showed significantly higher confidence with p<0.001, compared to 15.4% for the Class of 2024 (n=78). Under the skills domain, the Class of 2023 (n=50) felt more comfortable with ultrasound (64.0%), identifying all of the pertinent anatomical structures and their respective locations on imaging (72.0%), and identifying the pathology (90.0%) with respective p values of <0.001, <0.001, and 0.004. Only 36.9% of Class of 2024 respondents shared similar comfort with ultrasound (n=84), 30.9% identifying pertinent anatomical structures (n=84) and 65.4% in identifying pathology (n=84). Under the attitude domain, the Class of 2023 (n=50) had more respect toward the human body with their hands-on cadaver experience (88.0%) than the Class of 2024 (n=89, 33.3%). Based on current results, it can be established that medical students who had in-person cadaveric dissection had a favorable attitude toward their anatomy course compared to students who had virtual anatomy during the COVID-19 pandemic.

The ethical use of digital technology in teaching anatomy: A southern African perspective

BackgroundThe use of 21st Century technology in anatomy teaching and the recent crisis caused by the Coronavirus pandemic has stimulated anatomists to ponder the ethics surrounding the utilisation of digital images from human bodies of known and unknown provenance in teaching. AimThis novel study explores the awareness of southern African anatomy educators regarding the provenance and ethical use of human material in digital resources for E-learning purposes. Materials and methodAnatomy educators (both members and non-members of the Anatomical Society of Southern Africa including postgraduate students in anatomy) located in 15 health sciences facilities in southern Africa were asked to participate in the survey which consisted of an anonymous, cross-sectional, questionnaire conducted on an online research data system, REDCap. ResultsWhile 52% of respondents used E-learning resources sourced from their own departments for teaching, only 58% of these had knowledge of the provenance of the human material used. Of the 72% of respondents using images from external E-learning resources, 64% did not know the provenance of the human material in these resources. Some southern African anatomists considered anonymity as equivalent to informed consent. Regarding the acceptability of unclaimed bodies for online images, 37% of respondents were against the use of these bodies, while 20% indicated that it was acceptable. Personal internal moral conflict was acknowledged regarding the use of material from unclaimed bodies, particularly during crises such as the Coronavirus pandemic when digital resources were limited. Discussion and conclusionsFactors such as lack of awareness of provenance, the law in South Africa and using anonymity for consent, influence the ethical behaviour of southern African anatomists. Clear guiding principles would be of value for anatomists globally with respect to consent to the taking and distribution of images, and transparency on the source of the digital images provided in digital texts and online platforms. The establishment of both an oversight and ethics committee at institutions where digital imaging will be used is recommended.

The structure of practical classes on human anatomy for foreign students studying at St. Petersburg State Pediatric Medical University in English

Human anatomy is a fundamental discipline in the system of medical education, it creates the basis for the subsequent effective study of clinical disciplines. The experience of teaching the discipline to students studying in English is invaluable. The description of approaches, structures and methods of overcoming difficulties during classes with foreign students in the discipline Human Anatomy is unique, and has no analogues in domestic and foreign literature.&#x0D; To analyze the conditions of teaching foreign students of 12 courses in English at the St. Petersburg State Pediatric Medical University.&#x0D; The experience of teaching human anatomy in English, the peculiarities of interaction with foreign students in the pedagogical process are described, the possible causes of their mistakes, failures and emotional reactions are indicated. The structure (plan) of practical classes and the specifics of teaching human anatomy to foreign students in English are described in detail. The approaches used at each stage of the practical training on the course Human Anatomy in groups of foreign students studying in English are described.&#x0D; Our experience shows that it is most effective to conduct a practical lesson in accordance with the following scheme: (1) the teacher needs to devote more time to organizational and disciplinary issues, especially at the beginning of training (first semester); (2) verification of the written homework is carried out before the start of the oral survey on the previous topic; (3) to consolidate the acquired knowledge, an oral survey is conducted only after a detailed analysis with the whole group of homework; (4) during the explanation of a new topic, the teacher constantly refers to the text of the textbook, the demonstration of images is made sequentially, the description of the drawings correlates with the text of the textbook, and only after that the teacher draws a diagram (organ, vessel). The demonstration of dummies and anatomical preparations is the final stage of explaining the new material; (5) the teacher discusses the homework and the requirements for its implementation. In our opinion, it is mandatory to write a brief summary in accordance with the plan of the topic being studied when doing homework.&#x0D; This form of practical training involves the repetition of both the studied material at the stage of testing students knowledge, and new information obtained in the process of explanation. At all stages of the practical lesson, the volume of individual work with each student of the group increases, which ensures the effectiveness of the lesson as a whole.&#x0D; Changing the structure of the practical lesson helps foreign students studying in English at the Department of Human Anatomy of St. Petersburg State Pediatric Medical University to overcome language barriers and orient themselves in educational materials based on the principle of descriptive systemic anatomy. This approach gradually forms students skills of independent study of biomedical disciplines and is more effective.

The morphology and incidence of the accessory foramen transversarium in human dried cervical vertebrae as well as their clinical significance in the Eastern Indian population

Background: A characteristic feature of the cervical vertebrae (C1–C7) is the presence of a foramen tranversarium on the transverse process. The cervical vertebrae are the smallest in size as compared to the thoracic and lumbar vertebrae and are characterized by a foramen in each transverse process, which is not found in any other vertebra. Except for the seventh cervical vertebra, which transmits only the vertebral vein, this foramen transmits the vertebral artery, vein, and sympathetic nerves (a branch from the cervicothoracic ganglion) in all cervical vertebrae. Any deviation in the development of the foramen transversarium (FT) causes changes in the course, relationships, and structure (stenosis and lumen narrowing) of the vertebral artery and its associated structures. Aims and Objectives: The aims of this study were to establish the location, shape, size, and incidence of accessory FT in dry humancervical vertebrae of Eastern Indian population. Materials and Methods: An observational cross-sectional study was conducted on 170 dry cervical vertebrae (Typical-123 and Atypical-47) of unknown sex and age after getting approval from the Institutional Ethics Committee. Range, frequencies, percentage, mean, standard deviation, and P value were calculated. P&lt;0.05 was taken as significant. Results: The foramen tranversarium in the transverse process is present in all 170 cervical vertebrae examined. Of the 170 cervicalvertebrae, the accessory FT is found in 24 (14.12%) of the vertebrae. In both typical and atypical cervical vertebrae, the accessory FT is more common on the right side. On the axis vertebra, no accessory FT was found. Conclusion: Understanding the accessary FT and the considerable variation in different cervical vertebrae (C1-C7) in terms of their size, shape, and number of FT are essential for routine spine surgical procedures in the cervical region to avoid post-operative complications. This study is also important for the teaching and acknowledgement of undergraduate and postgraduate students in anatomy as well as in orthopedics, neurosurgery, and radiology departments.

Anatomical variations in lung fissures leading to supernumerary lobes in the lungs

IntroductionLung fissures are partially incomplete in 50% of different populations. Incomplete formation of the fissures leads to a merging of lobes and conversely accessory lobes form due to the formation of new fissures. This study aims to describe the morphology of the lungs in terms of fissures and lobes. Materials and methodsA descriptive observational study was done on a total of 82 formalin fixed bodies. Both the left and right lungs of each body were examined for accessory lobes and fissures. ResultsA wide range of variations was seen in the present study. On the right, the horizontal fissure was absent in six lungs (7.3%), incomplete in 32 lungs (39.0%) and complete in 33 lungs (40.2%). No lungs had an absent oblique fissure. The oblique fissure was incomplete in 24 lungs (29.3%) and complete in 47 lungs (57.3%). No right lung solely had an oblique fissure absent. However, both the horizontal and oblique fissures were absent in one lung (1.2%). In the left lungs, the obliques fissure was absent in one lung (1.2%), incomplete in 24 lungs (29.3%) and complete in 47 lungs (57.3%). An accessory fissure was seen in the territory of the upper lobe forming a partial separation in the right superior lobe of one lung. ConclusionThe high prevalence of morphological variations in this study emphasizes the need for greater understanding of lung fissure anatomy. For example, in video-assisted thoracoscopic surgery lobectomies, higher morbidity in patients is linked with incomplete fissures [12]. Thus, more knowledge of lung fissure and lobe variations will be of significant clinical relevance to anatomy students, cardiothoracic surgeons, and radiologists.

Benefits of\xa0a bilingual web-based anatomy atlas for nursing students in learning anatomy

BackgroundRegistered nurses are required for high-quality healthcare. Thus, the anatomy course is essential regarding professional knowledge of the human body during the nursing training process. However, previous studies have indicated that anatomy teaching time and anatomy teachers were reduced and insufficient. Therefore, to improve the learning of practical anatomy in response to these difficulties, a bilingual National Taiwan University web-based anatomy atlas (NTU-WAA) was created as a cross-platform application and its feasibility was evaluated.MethodsThe comparison of anatomy examination scores between nursing students of two cohorts (66 from the 2018–2019 cohort, whom was without NTU-WAA application; 54 from the 2019–2020 cohort, to whom NTU-WAA was offered) and the evaluation of questionnaires collected from nursing students of the 2019–2020 cohort and 4 anatomy teachers were carried out to define the feasibility of this strategy.ResultsResults obtained by nursing students for the 2019–2020 cohort showed a significant increase in anatomy learning performance compared with that of the 2018–2019 cohort with reference to the laboratory midterm [2018–2019 cohort vs. 2019–2020 cohort, mean (standard deviation, SD): 77.20 (16.14) vs. 81.80 (12.03); p = 0.043], the laboratory final examination [59.68 (15.28) vs. 80.35 (13.74); p < 0.001] and the theory final examination [80.85 (10.10) vs. 84.33 (6.925); p = 0.017]. Moreover, results of the questionnaires indicated that the new bilingual cross-platform atlas was highly accepted by students and teachers.ConclusionsThe NTU-WAA, a bilingual web-based atlas, was evaluated as a beneficial anatomy-learning tool that may enhance self-study of nursing students with consequent amelioration of their anatomy-related performance in both theoretical and laboratory examinations. This reflection suggests the future implementation of the bilingual web-based atlas on a large scale.

Best Practices and Student Preferences for Implementing iPads into an Occupational Therapy Anatomy Laboratory

Multimodal approaches in teaching anatomy have been shown to improve student performance (Johnson, 2012). Most studies regarding best practices using technology to supplement teaching and learning in anatomy have been conducted in medical and undergraduate settings (Chakraborty, 2018; Sugand, 2010; Tam, 2020). There is little data that outlines the best practices for implementing iPads into occupational therapy (OT) anatomy courses (Meyer, 2016). Here, we aim to determine best practices for the implementation and student preferences of iPads for first year OT students in an anatomy laboratory at Samuel Merritt University (SMU). Our objective is to formulate a curriculum template on how to implement iPads in gross anatomy laboratory experiences. This study is significant as it will add to the body of literature that is lacking on the best practices for implementing iPads into an OT anatomy course and will establish best practices for enhancing student engagement in the anatomy laboratory.Best practices were documented for the implementation of thirteen iPads and eBooks into an OT anatomy lab course that met twice a week. OT students completed pre‐and post‐ surveys that included five‐point Likert scale and free text questions. The survey asked students to rate their comfort level and preferences for learning with iPads.Survey results displayed that 75% of students were comfortable using iPads, 37% of students strongly agreed that iPad applications improved their grade in the lab, and 43.75% believed that iPad applications helped with their understanding of cadavers. A working document on the best practices for implementing iPads into an anatomy laboratory space was also created. Best practices for implementing iPads and eBooks into an anatomy laboratory include setting up an orientation to the iPads and eBooks, assigning page numbers for eBooks, providing students with instructions on how to utilize the iPads outside of the eBooks, and how to use Poll Everywhere quizzes during laboratory sessions.The survey results display that OT students agree that iPad applications are of benefit to their understanding of cadaveric anatomy. This study also supports the need for a document that outlines the best practices for implementing iPads into an anatomy lab, specifically for OT students.Our results indicate that iPad technology aids students in learning cadaveric anatomy and can be incorporated as a supplemental resource to teaching cadaver‐based anatomy for OT students. Initial implementation of the iPads into the anatomy laboratory displayed a need for a document that outlined best practices that is absent from the literature. A working document for best practices can be disseminated to other anatomy faculty for use in their own anatomy laboratory courses. Future work and next steps include determining how students’ performance is impacted by the eBooks via tracking Poll Everywhere quiz scores and how students are actively using eBooks in the anatomy laboratory space and off‐campus by tracking eBook usage.

Investigating Final Course Grades of Undergraduate Students with Disabilities in Large, Introductory STEM and Non‐STEM Courses

The main objective of this study was to compare trends in final course grades earned by undergraduate students with disabilities (DSS) with those earned by students without disabilities (non‐DSS) across various large enrollment, introductory science, technology, engineering, and mathematics (STEM) courses, and non‐STEM courses. It was hypothesized that a larger proportion of DSS students in both STEM and non‐STEM courses would earn lower grades compared to non‐DSS students. Furthermore, it was hypothesized that grades earned by DSS students between STEM and non‐STEM courses would be similar. Finally, it was hypothesized that a higher proportion of DSS students in anatomy would earn lower grades compared to non‐DSS students, and that the proportion of grades earned by DSS students in anatomy would be similar to DSS students in other STEM courses broadly.Quantitative analysis involved using learning analytics to examine trends in final course grades earned. Retrospective de‐identified data was obtained for undergraduate students enrolled at Indiana University – Bloomington between Fall 2014‐Spring 2020 who either had or had not identified to the university as having a disability. Final course grades were compared across twelve large, introductory STEM courses, and six large, introductory non‐STEM courses.The following results were observed:1) DSS students in both STEM and non‐STEM courses were less likely to earn an A compared to non‐DSS students. The proportion of DSS students earning other grades in STEM and non‐STEM courses were similar to non‐DSS students. However, DSS students in both types of courses were twice as likely to withdraw from a course.2) The proportion of DSS students enrolled in STEM courses who earned an A was less than half of that seen for DSS students enrolled in non‐STEM courses. DSS students enrolled in STEM courses were also less likely to earn a B, and approximately twice as likely to earn a C, D, F, or withdraw from a course compared to DSS students in non‐STEM courses.3) Compared to non‐DSS students, DSS students enrolled in anatomy were less likely to earn an A, less than half as likely to earn a B, and more likely to earn a C or D. The proportion of DSS students who withdrew from anatomy was more than twice that of non‐DSS students.4) Grades earned by DSS students in anatomy followed a bimodal distribution compared to a normal distribution across other STEM courses broadly. A greater proportion of DSS students enrolled in anatomy achieved an A compared to DSS students in other STEM courses broadly. They were also more likely to earn a C or D, but less than half as likely to earn a B. The proportion of DSS students earning an F or withdrawing from anatomy was similar to other STEM courses broadly.Altogether, these observations suggest that while DSS students are less likely to earn higher grades in both STEM and non‐STEM courses compared to non‐DSS students, the effect is exacerbated for DSS students enrolled in STEM courses and demands further attention. Potential reasons for the bimodal grade distribution seen for DSS students in anatomy compared to other STEM courses broadly should also be probed further in order to understand why these students are more likely to earn either a higher or lower grade.

Effects of Using Superheroes in an Undergraduate Human Anatomy Curriculum

Anatomy is a course that is sometimes considered intimidating, confusing, or boring, with others finding the material difficult due to the amount of content that is covered at a fast pace. Collectively, this can result in students failing to retain the information or not succeeding in the class. Superheroes are at the forefront of today’s popular culture, with many students identifying with specific characters in these universes. Utilizing aspects of students’ lives that they resonate with, such as their interests in superheroes or personal connections to characters, can help drive students’ motivation to learn the course content. Superheroes can be included in the classroom by discussing the characters powers and how they parallel different clinical conditions and modern scientific innovations. The purpose of this study is to explore if the use of superheroes in an anatomy curriculum helps undergraduate students learn, apply, and improve their anatomical knowledge base.This study utilized students in Anatomy 1300 SuperAnatomy and Anatomy 2300 Human Anatomy at The Ohio State University to explore the use of superheroes in an anatomy curriculum. This study will utilize a cumulative pre‐test and post‐test to compare scores between Anatomy 1300, which utilizes superheroes in the classroom, and Anatomy 2300, an average anatomy course. These examinations cover content that is covered in both courses. Survey and demographic data will be used to see if students are able to identify more with the course material due to the variety of characters that are used as examples in class discussions. Data is currently still being collected for this study, but preliminary data supports the hypothesis that students will do better at learning and retaining anatomical content when superheroes are used as examples while teaching the course material. On the pretest, the average scores between Anatomy 1300 (63%, n= 16) and Anatomy 2300 (55%, n= 95) were similar (t = ‐.819; p = .21). On the post test, the average scores between Anatomy 1300 (89%, n= 16) and Anatomy 2300 (74%, n= 14) were statistically different (t =3.48; p&lt; .001). The use of superheroes in an anatomy curriculum improved students’ performance on the post‐test, supporting the claim that students will do better at learning and retaining anatomical content when superheroes are used as examples while teaching the course material. Typical anatomy course content can still be taught and explained through discussing these “marvel”‐ous examples. This study suggests ways for educators to incorporate creative teaching into their classroom using characters that can help students connect the material to their own agency and drive their motivation to learn the material. The results from this study can also be applied to multiple levels of education (e.g., high school, graduate, etc.), as well as explored in other curriculums and disciplines. The superhero examples can also be used to connect to underrepresented populations and hopefully increase diversity in the health sciences. This method of teaching can also be utilized to attract students from outside the health sciences to the field of anatomy and be used to form relationships through outreach programs within the community.