Assessing the engagement rates and satisfaction levels of various clinical health science student sub-groups using supplementary eLearning resources in an introductory anatomy and physiology unit

Health Education, Ahead of Print. Purpose Introductory anatomy and physiology provide a core knowledge base to students within clinical health science courses. Increased student numbers, as well as reduced access to laboratory-based cadaveric resources, have created a need for enhanced learning approaches to support learning. The streamlining of courses has also resulted in the need to effectively engage course sub-groups within large units. The purpose of this paper is to utilize the eLearning activities to investigate engagement and satisfaction levels within students undertaking an anatomy and physiology unit. Design/methodology/approach A total of 19 formative quizzes were made available to students. Online practical anatomy laboratories covered anatomical content, and physiology quizzes covered physiological content. Student engagement was compared using frequency analysis across students studying varying courses. Satisfaction was determined by analyzing student ’s feedback using frequency analysis. Findings Students accessed the learning activities 29,898 times over semester, with the peak access (37 percent) prior to the closed book exams. The resources were utilized primarily as an exam preparation tool rather than consistently throughout semester. O ut of the various courses, the Paramedicine, Physiotherapy and Podiatry students were the most engaged, with the highest percent of “engaged/highly engaged” students. Students from various courses shared very sim...
Source: Health Education - Category: International Medicine & Public Health Source Type: research