Affordable Access

Publisher Website

Can Online Teaching of Radiographic Anatomy Replace Conventional On-Site Teaching? A Randomized Controlled Study.

Authors
  • Hontoir, Fanny1
  • Simon, Vincent2
  • De Raeve, Yves1
  • Dumortier, Laurence3
  • Dugdale, Alex4
  • Vandeweerd, Jean-Michel2
  • 1 University of Namur, Rue de Bruxelles 61, 5000 Namur, Belgium. , (Belgium)
  • 2 Veterinary Department, University of Namur, Rue de Bruxelles 61, 5000 Namur, Belgium. , (Belgium)
  • 3 Technology and Education Department-DET, University of Namur, Rue de Bruxelles 61, 5000 Namur, Belgium. , (Belgium)
  • 4 Paragon Veterinary Referrals, Paragon Business Village, Paragon Way, 1 Red Hall Crescent, Wakefield WF1 2DF UK.
Type
Published Article
Journal
Journal of veterinary medical education
Publication Date
Apr 01, 2023
Volume
50
Issue
2
Pages
217–227
Identifiers
DOI: 10.3138/jvme-2021-0153
PMID: 35385366
Source
Medline
Keywords
Language
English
License
Unknown

Abstract

Different modalities such as lectures, dissections, 3D models, and online learning are used for teaching anatomy. To date, online learning has been considered a useful additional didactic tool. This study aimed to compare veterinary students' performance in radiographic anatomy (radio-anatomy) after online or classroom-based teaching to assess the extent to which the two methods were interchangeable. Three strategies were compared in a cohort of 83 learners. Students were committed to online learning only, online learning with the use of specimen equine bones, or learning on conventional radiographs with specimen equine bones. At baseline (pre-test), scores from a mental rotation test and radio-anatomy knowledge test were similar between groups. After training (post-test), scores in mental rotation and radio-anatomy significantly increased by 6.7/40 units (95% CI: 5.2-8.2; p < .001) and 5.1/20 units (95% CI: 4.3-5.9; p < .001), respectively. There was no difference in scores for mental rotation and radio-anatomy knowledge between groups at post-test. Gender influenced the mental rotation, with men scoring significantly higher than women at pre-test (M = 23.0, SD = 8.8 vs. M = 16.5, SD = 6.9; p = .001) and post-test (M = 32.1, SD = 5.5 vs. M = 22.7, SD = 8.6; p < .001). However, radio-anatomy knowledge was not influenced by gender. These results suggest radio-anatomy teaching can be safely achieved with either conventional radiographs or online resources. This is of interest since, due to the COVID-19 outbreak, rapidly changing from on-site to online methods for teaching veterinary medical education proved necessary.

Report this publication

Statistics

Seen <100 times