Impact of Online Anatomy Laboratory Video Supplementation on Students’ Performance in Gross Anatomy Assessment

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dc.contributor.authorSirasanagandla, Srinivasa Raoen_US
dc.contributor.authorAl Aswami, Husain Alien_US
dc.contributor.authorAl Lawati, Abdullahen_US
dc.contributor.authorDas, Srijiten_US
dc.contributor.authorAl Mushaiqri, Mohameden_US
dc.contributor.authorAlbalushi, Halimaen_US
dc.date.accessioned2025-05-09T07:25:08Z
dc.date.available2025-05-09T07:25:08Z
dc.date.issued2024-03
dc.description.abstractIntroduction: There are mixed reports on the effectiveness of online gross anatomy videos on medical students’ academic performance. Additionally, there is a paucity of research on the impact of gross practical videos on medical students’ performance. Hence, we aimed to study the impact of practical videos supplementation on students’ performance in the gross anatomy examination. Methods: In the present retrospective cross-sectional study, two different cohorts of medical students were exposed to different teaching methods for learning gross anatomy practicals. The two cohorts learned practical gross anatomy face-to-face in the laboratory, but one cohort was supplemented with online video demonstrations. An Independent T-test was used to evaluate the differences in students’ objective structured practical exam (OSPE) performances of the two cohorts. The gender differences in OSPE performances were also analysed using the one-way ANOVA test. Results: The mean score in the OSPE for the 2021 cohort was 17.35±0.2, while the mean score for 2019 was 16.44 ±0.15. The mean score in the OSPE was significantly higher among the cohort that received hybrid practical teaching than the cohort that only received traditional teaching (p= 0.001). Conclusion: Video supplementation was found to be effective in improving students’ performance. In addition to conventional face-to-face teaching, video supplementation for gross anatomy practical sessions may be beneficial for learning gross anatomy.en_US
dc.identifier.affiliationsDepartment of Human and Clinical Anatomy, College of Medicine and Health Sciences, Sultan Qaboos University, Muscat, Al-Khodh 123, Omanen_US
dc.identifier.affiliationsCollege of Medicine and Health Sciences, Sultan Qaboos University, Muscat, Al-Khodh 123, Omanen_US
dc.identifier.affiliationsCollege of Medicine and Health Sciences, Sultan Qaboos University, Muscat, Al-Khodh 123, Omanen_US
dc.identifier.affiliationsDepartment of Human and Clinical Anatomy, College of Medicine and Health Sciences, Sultan Qaboos University, Muscat, Al-Khodh 123, Omanen_US
dc.identifier.affiliationsDepartment of Human and Clinical Anatomy, College of Medicine and Health Sciences, Sultan Qaboos University, Muscat, Al-Khodh 123, Omanen_US
dc.identifier.affiliationsDepartment of Human and Clinical Anatomy, College of Medicine and Health Sciences, Sultan Qaboos University, Muscat, Al-Khodh 123, Omanen_US
dc.identifier.citationSirasanagandla Srinivasa Rao, Al Aswami Husain Ali, Al Lawati Abdullah, Das Srijit, Al Mushaiqri Mohamed, Albalushi Halima . Impact of Online Anatomy Laboratory Video Supplementation on Students’ Performance in Gross Anatomy Assessment . International Journal of Anatomy and Research. 2024 Mar; 12(1): 8820-8826en_US
dc.identifier.issn2321-4287
dc.identifier.issn2321-8967
dc.identifier.placeIndiaen_US
dc.identifier.urihttps://imsear.searo.who.int/handle/123456789/243198
dc.languageenen_US
dc.publisherIMED Research Publicationsen_US
dc.relation.issuenumber1en_US
dc.relation.volume12en_US
dc.source.urihttps://dx.doi.org/10.16965/ijar.2023.223en_US
dc.subjectGross anatomyen_US
dc.subjectpracticalen_US
dc.subjecttraditional teachingen_US
dc.subjectperformanceen_US
dc.subjectlearningen_US
dc.titleImpact of Online Anatomy Laboratory Video Supplementation on Students’ Performance in Gross Anatomy Assessmenten_US
dc.typeJournal Articleen_US
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